Differences skills praxic in developmental age

Abstract

Intelligence could be understood as a system of active operations, which involves a functional continuity between the higher forms of thought and cognitive-motor adaptation to social and physical environment surrounding the subject. (Piaget, 1998) Gardner says that his multiple intelligences, especially that bodily-kinesthetic, develop when the subject is in contact with the outside world, lived experiences and assimilates information. (Gardner, 1988) With this study we would like to underline as it does the development of skills praxic and its evolution over the age of development. 77 students participated in the research, from I to V elementary, to which was administered, individually, a battery of tests. The tests were acquired by the Special Organization of Florence and treated by Rossana De Beni, Gruppo MT, "Q1 elementary": tests for the compilation of initial profile of the new evaluation document. Initial results may prove as there could be a correlation between the age child's cognitive and its ability to perform movements conscious and coordinated; capacity which, according to the data, you can reach to the last years of primary school. The correct motor development, the acquisition of skills praxic and the awareness of their motor pattern, allow the passage from the body as a tool, the own body, through an increasingly refined control of his movements. The praxis, therefore, are acquired through experience and a learning process that allows to establish an intentional relationship between motor, intellectual and emotional phenomena (Le Boulch, 2006).