Efectos de un programa de Psicomotricidad Educativa en niños en edad preescolar

• Published in: Sportis (A Coruña) 2016, Vol.2 (3), p.326-342
• Main Authors: Marinho, Susana Moreira, Moreira, Mariana Silva, Almeida, Gabriela Neves
• Format: Article
• Language: Spanish
• Subjects: aprendizaje; children; competencia percibida; learning; niño; perceived competence; preescolar; preschool; Psicomotricidad; Psychomotor therapy; self
• ISSN: 2386-8333; 2386-8333

This research was intended to investigate (test) the effects of an Educational Psychomotor Therapy in children physical and peers relation self-perceived competence in pre-school, and analyze through the educator perception the relevance to include the Psychomotor Therapy in Preschool curriculum. The sample (N=9) consisted of 4 male and 5 female, between 48 and 72 months of age (M= 61.6; SD= 9.53), with normative neurodevelopment and belonging to the same preschool. An Educational Psychomotor Intervention program was created and conducted for 2 months, with one week session during 60 min. each, and applied to the group of children at the same time. Data analysis was performed with descriptive analysis and non-parametric statistics, using the Wilcoxon statistical test. The results from the data comparison in pre and post-intervention evaluation showed significant gains in physical self- perceived competence and non-significant gains in relation with peers’ self-perceived competence. The Kindergarten Teacher refers significant positive differences in children motor development and in learning motivation in classroom tasks. She sustained also the inclusion of Educational Psychomotor Intervention in preschool curriculum. In conclusion, this research provides interesting results that contribute to increase understanding about Educational Psychomotor therapy relevance in psychosocial and academic preschool child development, and warns to further research in this area. Con esta investigación se pretendió evaluar los efectos de Psicomotricidad Educativa sobre la competencia física percibida y la percepción de competencia de la relación con compañeros en los niños de preescolar. Se pretendió también analizar a través de la percepción de educador la pertinencia de incluir la Psicomotricidad Educativa en el currículo preescolar. La muestra (N=9) estuvo compuesta por 4 varones y 5 hembras, entre 48 y 72 meses de edad (M = 61,6; DE = 9,53), con el desarrollo neurológico normativa y que pertenece a la misma preescolar. Un programa de Psicomotricidad Educativa se llevó a cabo durante 2 meses, con una sesión por semana aplicada al grupo de niños al mismo tiempo. Se realizaron análisis descriptivos y la estadística no paramétrica, utilizando la prueba estadística Wilcoxon. Los resultados de la comparación de los datos en la evaluación antes y después de la intervención mostraron un aumento significativo de la competencia física percibida y un aumento no significativo en la