Resumen

This article attempts to understand the motor experience in children’s first years, soas to develop a psycho-motor education according to children’s needs in their earlystages. We inquire into the nature of pedagogical mediation required to guaranteethe child the maximum of opportunities. We confront the available interdisciplinarytheoretical knowledge with the author’s experience in actual pedagogical practiceobservation. In this development we ask ourselves: To what extent “the good theory”available is the one that enlightens the educational action with young childrencurrently attending education centers? This question is highly relevant consideringthe increasing tendency to early incorporate children to nurseries, particularly ifthe focus of public policies is centered on deprived children, whose future opportunitieswill largely be provided by an education of quality. We will briefly outlinesome considerations about the dimensions of a motor education in accordance withchildren’s vital-social needs.