4.Educator role

PSYCHOMOTOR
DEVELOPMENT II
Josune Rodríguez-Negro
2023 / 2024 Course
EDUCATOR´S ROLE SYSTEM
• Philosophical base: Trust towards the pupil.

• No matters, diversity, difficulties, age groups… à respect
is basic.
• Positive attitude towards the pupil à materials, space and

safety (physical and emotional).
• Reachable for the pupil.
• Understanding throughout movement.
• Play for the pupil, not play with the pupil.

EDUCATOR´S ROLE SYSTEM
1. Listen
2. Authority
3. Empathy
4. Language
5. Contrast
1. LISTEN
• It´s more than hearing.
• Listen to their body à Tone dialogue.
• How the pupil moves, plays…
• What space does he/she use, whereabouts,
playing objects/artifacts.
• Play mates, approaches.
• Physical contact à listen to their tone.
• Listen in Psychomotricity = Observation and
meaning.
“To listen” we are static
• Is it the same to listen statically or in motion?

• We need to observe permanently.
• Peripheral look , present for all the pupils.
• When we are undertaking an intervention, we
are not listening.
2. Authority
• Educator sets boundaries and participates as travel

companion, straight forwardly and clearly.
• Room rules:
• Do not hurt and do not get hurt.
• Look after yourself and look after your peers.
• We cannot destroy others buildings (depending of the
phase)
• Distinction between space and time.

• Educatorà symbol of law.
Containing Space
• Organise, limit and contain pupil´s actions —> It´s educational.
• Rules à Limits to promote creativity and

development.
• Physical and emotional safety.
• Freedom to express himself/herself playing.
• Our aim with pupils à facilitate the tools they may

need to grow and develop autonomy.
• Differentiate their wishes and aims from ours.
3. Empathy
• Capability to understand the feelings of others, to put in

others shoes without losing in our own emotions
• Educator is midway:
1. “Maternante”: Look after pupils emotionally, physically

and understand them
2. “Estructurante”: sets boundaries, order, rules…

How can we work out empathy in 4-5 yr old
class?
• The way we are with pupils, from short distance

• Keeping our character, be travel companion
• “Tone dialogue" à listen to the pupil
• His/her emotions, wishes… we need to ble close from the
pupil in order to make right interventions
• How?
• Explain what happened, ask what they think
about it..
• Observe à pupil´s productions, expressions…
• Key: relationship built on respect
4. Language
• Clear and precise.

• Put the pupil onto reality. Name what he/she does
with the body.
• Body language should match speaking language.
• If we enquire, wait until he/she replies.
4. Language: structure
• Help out when they cannot verbalize what they

want to say
• Help out putting names to emotions
• Help out waking up the meaning of their identity ->
Say what they are playing to, “are you playing
wolfs?”
• Give references —> “you are on the blue matt”,
“today you climbed up higher”
4. Language: put the pupil onto reality
To put onto reality: describe what they do

• Beautiful, good, bad
• High/low, far/close
• To evaluate is to judge
• Remind the rules
• Neutral description of actions
• Our words might influence child’s development.
Beware of fears
5. Contrast (“disimetry”)
Non symetric sides create “disimetry”

• In this case, children need to know that children and
educators are not equal.
• Imitation can be used to start the relationship. Imitation

games.
• Straight after educator needs to make sure that

differences are clear between both roles, educator and
children.
How to work it out?
• Pre-symbolic and contrast games

• Feel up/empty, appear/disappear, join/separate….
• Pupil creates structures and starts making differences.
• Breaking up games
• When attitude becomes blocking/disturbing…
• Remind the rules.
• Role games
• Dysimetric dimension à wolf, phantom…
Conflicts: Are they good?
• We must try to prevent them, but when they

come they must be overcome.
• Conflicts are normal and should be seen as
opportunities.
• It is based on people's needs.
• It serves to learn to direct our needs and those of
others.
Conflicts: Are they good?
Educator’s role
• See conflict as a positive experience.
• Ask what happened.
• Take your time, listen calmly, listen actively.
• Give children time to talk.
• Educate on conflict resolution, provide
references.
• Learn to live with conflict.
How to deal with conflicts?
• Depends on child’s development stage.

1. Remind and accept the rules.
2. “Konpon-txokoa” or “adostokia” (Resolve-
corner).
Intervention on conflicts
• Konpon-txokoa (Resolve-corner)
1. Create space
2. Suggest going to the space
3. Give them time to talk to each other
4. Ask “are you done? "have you come to an
agreement?"
5. Allow them coming to the playground
1. Remember the rule: You can't hurt others

2. We can take him out of the playground & speak
3. Come down to his height and calmly talk about his
attitude
4. Physically "contain" hold
• Resumed at the end of the session à exit ritual, in

plastic expressiveness...
• If new rules need to be created, create them.

Learning by doing …à 4rd activity
Before this Tuesday* 31, in egela

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PSYCHOMOTOR

• Philosophical base: Trust towards the pupil.

• Positive attitude towards the pupil à materials, space and

• Reachable for the pupil.

• Understanding throughout movement.

• Play for the pupil, not play with the pupil.

• Is it the same to listen statically or in motion?

• Educator sets boundaries and participates as travel

• Distinction between space and time.

• Organise, limit and contain pupil´s actions —> It´s educational.

• Rules à Limits to promote creativity and

• Our aim with pupils à facilitate the tools they may

• Capability to understand the feelings of others, to put in

1. “Maternante”: Look after pupils emotionally, physically

2. “Estructurante”: sets boundaries, order, rules…

• The way we are with pupils, from short distance

• Clear and precise.

• Help out when they cannot verbalize what they

To put onto reality: describe what they do

Non symetric sides create “disimetry”

• Imitation can be used to start the relationship. Imitation

• Straight after educator needs to make sure that

• Pre-symbolic and contrast games

• We must try to prevent them, but when they

• Depends on child’s development stage.

1. Remember the rule: You can't hurt others

• Resumed at the end of the session à exit ritual, in

• If new rules need to be created, create them.

Before this Tuesday* 31, in egela

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