Summary

This article attempts to understand the motor experience in children's first years, so as to develop a psycho-motor education according to children's needs in their early stages. We inquire into the nature of pedagogical mediation required to guarantee the child the maximum of opportunities. We confront the available interdisciplinary theoretical knowledge with the author's experience in current pedagogical practice observation. In this development we ask ourselves: To what extent “the good theory” available is the one that illuminates the educational action with young children currently attending education centers? This question is highly relevant considering the increasing tendency to early incorporate children to nurseries, particularly if the focus of public policies is centered on deprived children, whose future opportunities will largely be provided by an education of quality. We will briefly outline some considerations about the dimensions of a motor education in accordance with children's vital-social needs.