A psicomotricidade relacional na inclusão e educação infantil

Abstract

This research investigates how the Relational Psychomotricity can help an autistic child in the school context and its interaction with the aim of child development. Identify the contributions of play in situations experienced by the child during the time of the activities: the game situations and playfulness. The methodology is used as a qualitative feature. The acquisition of subsidies occurs through observation of the trajectory of children play in the sessions and document analysis. It was also noted that the collection of information is on the autistic child's relationship with teachers, colleagues, and the initiative to play the game situations and space for interaction.