How does this mat encourage your child's psychomotor development?
It enables children to have enough sensory redundancy to boost their proprioception;
Proprioception is necessary to meet major milestones in psychomotor development. This mat allows them to safely do these movements.
In this way, this stimulating mat helps develop your child's psychomotor development.
This product has been approved by a physiotherapist.
Main stages of dynamic balance development
Children under the age of 4 must learn how to control their body and move in any given direction by slowly waddling forward on 2 feet.
At 4-years-old, a child can walk, putting one foot in front of the other, on a path measuring at least a foot and a half wide.
At 6-years-old, children can walk with one foot directly in front of the other, heel to toe, on a path as wide as their foot.
Kids' psychomotor development depends on a combination of genetics, motor skills and mental abilities.
A product can impact a child's psychomotor development if it supports their motor skills.
There are several aspects to motor skills: the body map, dynamic coordination, balance, hand-eye coordination, fine motor skills and time and spatial awareness.
The body map refers to a child's perception of their body, which allows them to master their movements and develop self awareness. It is developed based on sensations and actions ("a body that feels, moves"), before being represented and described ("bodily representation", drawing of a person). The more a child moves, the more they learn to refine their body map and the better they're able to move.
Hand-eye coordination includes the actions that help us aim with all or part of their body. Youngsters develop this skill by mapping a path and then using their hands and feet to aim large objects at large targets. Then the objects and targets get smaller and smaller until they have excellent finger isolation: piano-playing, beading, writing.
Time and spatial awareness
Time and space awareness includes everything that involves a child's perception of themselves in time
(before/after, rhythmic activity, day/night, seasons, etc.) and space (in front/behind, on/under,