OVERVIEW

This course provides students with an in-depth knowledge of the origins of psychomotricity. The main authors who contributed to the birth of this discipline will be examined, and the fundamental concepts underlying psychomotricity will be analysed.

In the second part, the areas of neuropsychomotor observation will be examined, focusing on what is to be observed and the characteristics that make up each of these areas.

AIMS AND CONTENT

LEARNING OUTCOMES

Acquire the basic principles of preventive, curative, palliative and rehabilitative nursing general assistance, above all with a view to preventing illness, assisting the sick and disabled with particular attention to the pediatric age. To know the physiological foundations of psychomotor, psychological and cognitive development, of motor skills, of verbal and non-verbal communication, of language and of learning. To know the general interventions of prevention, therapy and rehabilitation of neuropsychiatric diseases, above all in view of the collaboration with the multi-professional team of Child Neuropsychiatry, with the other disciplines of the pediatric area and of the other health professions. To know the general concepts of Chineseology as a science of movement, of the functional properties of the different tissues that make up the locomotor apparatus and of the segmental movement and of the articular biomechanics. To know the clinical pictures and the main causes of psychomotor and mental retardation and of the consequent prevention, therapy and rehabilitation interventions, in order to formulate the relative objectives of neuropsychomotor intervention.

AIMS AND LEARNING OUTCOMES

AIMS

Set up clinical observation by moving from spontaneous play to structured tasks and, when necessary, to function-eliciting probes.

Describe behaviors and performance in a “concrete” way (what the child does, how they do it, and in what context), distinguishing observed data from interpretation.

Assess the modifiability of responses through graded supports and changes in the setting.

Use a rapid annotation framework (context, behavior, modifying factors, functional hypothesis, next step).

Recognize and describe observable indicators in the behavior and social interaction domain (separation/reunion, activity level, emotions, changes, frustration, tonic dialogue, nonverbal communication).

Recognize and describe observable indicators in the motor–sensory domain (tone, posture, postural transitions, pre-locomotion/walking/running, complex coordinations, balance, grasping, fine motor skills, oculo-segmental control, sensory modulation).

Recognize and describe psychomotor functions (use of space, time, and objects; praxis; body schema and laterality).

Recognize and describe observable indicators in the cognitive and neuropsychological domain (attention, perception, inhibition, flexibility, planning, memory, problem solving).

Describe types and quality of play as an observational context (sensorimotor, functional, symbolic, rule-based; variety, creativity, sequences; turns/roles).

Describe language and communication (comprehension/production, intelligibility, pragmatics; integration with nonverbal communication and alternative/AAC channels when indicated).

LEARNING OUTCOMES

By the end of the course, the student will be able to set up and conduct a structured neuro-psychomotor observation (from spontaneous play to guided tasks and targeted probes when needed), describe behaviors and performance using observable language while distinguishing facts from interpretations, recognize the main indicators across the domains of behavior–social interaction, motor–sensory, psychomotor functions, cognitive domain, play, and communication, assess response modifiability through graded supports and setting adjustments by identifying facilitating and hindering factors, and produce a brief functional summary outlining strengths, critical issues, and a “next” observational–operational step.

TEACHING METHODS

Attendance is compulsory at 75%. Lectures will be face-to-face with presentation of slides and videos. Active student participation will be required through the use of group activities and/or the completion of surveys using computer systems.

SYLLABUS/CONTENT

SYLLABUS

Method and observation setting

From spontaneous play to structured tasks and function-eliciting probes.

“Concrete” description of behavior; measures of modifiability using graded supports.

Rapid annotation framework and formulation of the “next observational step”.

Behavior and social interaction domain

Separation/reunion: protests, recovery times, soothing strategies.

Activity level: initiative, persistence, impulsivity, need for external containment.

Emotions: signals, triggers, self-regulation and co-regulation.

Changes and behavioral flexibility: anticipation, transitions, avoidance/opposition.

Frustration: threshold, strategies (tries again/asks for help), escalation.

Physical contact and tonic dialogue: tonic modulation within the relationship.

Nonverbal communication: gaze, gestures, nonverbal turn-taking.

Motor–sensory domain

Tone and modulation (axial/distal; effects of task demands and emotional state).

Posture and compensatory patterns; postural transitions and strategies.

Pre-locomotor movements; walking and running; complex coordinations (jumping/stairs/climbing).

Static and dynamic balance; protective reactions.

Grasping (reaching–grasping–release), bimanual skills, hand–eye coordination.

Fine motor skills and oculo-segmental control (timing, precision, dual task).

Sensory sensitivity and modulation: seeking/avoidance, thresholds, triggers, and self-regulatory strategies.

Psychomotor functions (space–time–body–praxis)

Relationship with space: exploration, organization, proxemics.

Relationship with time: sequence, duration, rhythm, waiting, and turn-taking.

Relationship with objects: sensory use → functional use → symbolic use; restricted interests/stereotypies.

Praxis (ideation/ideomotor): imitation, transitive/intransitive actions, sequences.

Body schema and laterality: imitation, naming/pointing, dominance, and functional impact.

Cognitive and neuropsychological domain

Attention (arousal, sustained, selective, joint): distracting and facilitating factors.

Perception (visual/auditory/tactile) and visuomotor integration.

Executive functions: inhibition, flexibility, planning, error monitoring.

Memory (short-term and working; recall of routines/strategies).

Problem solving: trial-and-error vs strategies, generalization, functional help-seeking.

Play

Types and quality of play (variety, creativity, sequences; roles and turn-taking).

Play as a relational mediator and a context to observe flexibility and regulation.

Language and communication

Verbal comprehension and production; intelligibility.

Pragmatics (conversational turn-taking, requests, communicative repairs).

Integration with nonverbal communication and alternative/AAC channels when indicated.

This course contributes to the achievement of the following Sustainable Development Goals of the UN 2030 Agenda:

Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Goal 5. Achieve gender equality and empower all women and girls

RECOMMENDED READING/BIBLIOGRAPHY

- Slides fornite dal docente

- Appunti di psicomotricità, Dr. Ciro Pisaturo - PICCIN

- PROTOCOLLO Q2 Integrare quantità e qualità nella valutazione neuro e psicomotoria, Valeria Flori 

TEACHERS AND EXAM BOARD

Exam Board

EUGENIA DUFOUR (President)

RICCARDA BARBIERI

FRANCESCA MARIA BATTAGLIA

ELISA DAVINI

LAURA FORNONI

ANDREA INGENITO

LINO NOBILI (President and Coordinator of Integrated Course)

LESSONS

LESSONS START

MARCH AND APRIL

Class schedule

NEUROLOGY,PSYCHIATRY AND REHABILITATION TECHNIQUES FOR NURSING 3

EXAMS

EXAM DESCRIPTION

Oral examination. If the lecturer is absent during the oral examination, a written examination will be provided.

ASSESSMENT METHODS

The oral or written examination is evaluated through a general question, the ability to exhibit and communication skills, and with a more specific question the ability to reason and the ability to apply knowledge through the solution of a problem.

Exam schedule

FURTHER INFORMATION

students receive during the first lesson the contact details of the teacher who can be contacted by phone or email