Cognitive Development in Body Language
Introduction
In the maturational process of infants it is important to carry out various activities with which the child can externalize his emotions, ideas and feelings through a pre-verbal language, which allows him to express freely;This is relevant to highlight the mediating role that the body expression plays within the cognitive development of students, because the children like to imitate different actions executed by adults, it should be stressed that many of the times these actions are redirected by the adult, generating in the infant a restructuring of the preconceived idea forming new learning.
By expressing bodily the sensations produced by an action, the imagination and creativity with which it can be generated, in this situation the various moments in which the child creates mental schemes with which he assimilates, accommodates andAdapt the information acquired by the medium. Undoubtedly, one of the great enhancers of this process is the game, through it the student is invited to explore and experience the reality of its context, giving way to the solving problems through small guidelines to follow with the end ofMake knowledge (Gómez, 2018).
Developing
One of the first communicative manifestations that infants possess is the movement, since through this action various situations are denoted in which children manifest positive or negative attitudes and skills;Rupérez (2011) states that it is essentialof teaching – learning, this in order to enhance its different cognitive and motor skills and abilities.
When generating cognitive processes that enhance the child’s knowledge, its intellectual development is being produced comprehensively, as García (2011) mentions, who considers that body expression is an artistic manifestation with which all kinds of idea are expressedthat conceives the reality created through the interaction that the educating maintains with the context, it should be emphasized that there are different types of expression according to the maturative development of the infant, generating a space in which the child associates what he has created inHis mind and what has perceived and explored with his senses to make him a real learning.
For Coterón and Sánchez (2013) creativity is one of the cognitive processes that enhance the child’s knowledge;Four of the elements that verify this premise is the level of understanding that the child comes to forge when externalizing the internal processes generated in his mind, with this the desire to interact with the environment is promoted and reconstruct what he previously knew, with thenew knowledge acquired and direct it to a more real plane. Notwithstanding this, within the educational field it is usually manifested as one of the axes that the teacher can generate in their students, especially when this process is strictly linked to the action of making a movement.
Body expression and intellectual development are also linked to mathematical development generated by the infant, for Fernández and Arias (2013) mathematical processes must be caused through abstraction, because through it, the infant can divide the partiesthat make up an idea to be able to study it for its most significant factor and in such a way to understand the essence of the problem and solve the same.
conclusion
According to what is analyzed, it is concluded that cognitive development in body expression allows to demonstrate the structuring of mental schemes that the child generates to form an learning, this through the mediating action enhanced by the game, where saidActivity promotes enjoyment and enjoyment with total freedom and expressiveness of educational processes, highlighting in turn the importance of carrying out the interaction maintained by the student, the educator and the environment, allowing the child to exteriorize their ideas, feelings and emotions throughof a pre-verbal language executed through the movement. Creativity and imagination produced in the mind must be linked to the child’s cognitive processes, so that it can establish a point where, everything that has conceived passes to a real framework and can constitute it as significant learning.
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