The Development of the Movement during the childhood today presents/displays one of the most interesting phenomena and at the same time less known. It does that educating and parents of the world are lending more and more attention and interest in the subject, acquiring knowledge on the peculiarity of the intellectual and emotional processes - such as the perception, the attention, the memory and the thought - of the infantile behavior.

Movement is the only natural state of the children. The children is peculiar and active and constantly in movement. We, adult in the educative system of today, see as ours have, to calm the boy and to try to congeal it so that he does not bother the order of our daily life. Nonsingle we want that one does not move, but that listens to us and he watches to us; in other words: we waited for of him - and we compensated it when he has it - a barren conduct and a learning without movement. Meanwhile, the movement specially for the boy, comprises of its "Being". We have approximately 650 muscles that they would have to move to assure the life and the cerebral activity. The movement is the source of the joy and the learning; it helps us to include/understand and to anchor each new experience.

Have we the sufficient wisdom to learn of the same nature and the example of children in growth to do something useful with that potential of movement?Unfortunately, not very often it has been the case, because we have grown in a world of intellectual knowledge and beliefs, misestimating the movement. The style of our models and education limits the movement of the children, and like result, it produces the inhibition of most sacred of him: this evolution.

Perhaps it explains to us why they undergo the children with a so abstract learning and an education; every year is seen how more is reduced and plus the level of the academic results. The lack of integration between the intellectual and the development of the movement is the basic problem for the contemporary children.