Golubović Spela, Tubić Tatjana, Marković Slavica
Katedra za specijalnu rehabilitaciju i edukaciju, Medicinski fakultet Novi Sad.
Med Pregl. 2011 Jan-Feb;64(1-2):61-3. doi: 10.2298/mpns1102061g.
Psychomotor re-education represents a multidimensional therapeutic approach in dealing with children and adults with psychomotor disorders. Therapeutic programs should be based on individual differences, abilities and capabilities, relationships, feelings and individual developmental needs as well as emotional condition of a child. BODY AND MOVEMENT AS THE Bases OF THE TREATMENT: A movement, glance, touch, voice and word, all being an integral part of a process of psychomotor re-education, are used with a purpose of helping children to discover their own body, their feelings, needs, behaviour. When moving, children discover the space of their own bodily nature, and, subsequently, gestural space and objective space. The body represents a source of pleasure and the freedom of movement, as well as one's own existence, are soon to be discovered.
An adequate assessment is a precondition to design a work plan, select the best exercises for each child individually and direct the course of therapy. This is the most suitable method for treating children with slow or disharmonious development, mentally challenged children, children with speech and behaviour disorders. It is also used in the treatment of children with dyspraxic difficulties, difficulties in practognostic and gnostic development, pervasive developmental disorder and children with lateral dominance problems.
Therefore, a systematic observation seems to be necessary as well as an increased number of research projects aimed at assessing results obtained by exercises in order to get a more precise insight into the process of re-education, selection of exercises, duration period and possible outcomes.
心理运动再教育是一种针对患有心理运动障碍的儿童和成人的多维度治疗方法。治疗方案应基于个体差异、能力和才能、人际关系、情感以及个体发展需求，还有儿童的情绪状况。
运动、眼神、触摸、声音和言语，都是心理运动再教育过程中不可或缺的一部分，其目的是帮助儿童发现自己的身体、情感、需求和行为。在运动过程中，儿童发现自身身体的空间，随后发现手势空间和客观空间。身体是愉悦的源泉，运动的自由以及自身的存在也很快会被发现。
进行充分评估是制定工作计划、为每个儿童单独选择最佳练习以及指导治疗过程的前提条件。这是治疗发育迟缓或不协调、智力障碍、有言语和行为障碍儿童的最合适方法。它也用于治疗有运动障碍、实践认知和感知发展困难、广泛性发育障碍以及有单侧优势问题的儿童。
因此，似乎有必要进行系统观察，并增加旨在评估练习效果的研究项目数量，以便更精确地了解再教育过程、练习选择、持续时间和可能的结果。
