Globalized Physical Education Teaching Proposal for Five-Year-Olds Knowing the World Pirate

2021 ◽  
pp. 322-339
Author(s):  
Encarnación Cambronero Gómez ◽  
Aurora Peinado Requena ◽  
Belén Navarro Carretero
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Motor Skills ◽  
Childhood Education ◽  
Material Resources ◽  
The World ◽  
Age Appropriate

This chapter presents a didactic and globalized proposal for the area of physical education in early childhood education. The purpose of this intervention is that the children develop holistically through play and movement the basic motor skills while they are immersed in the knowledge of the pirate world. To achieve the objectives, an active and participatory methodology is proposed with age-appropriate material resources. Play and the motor story are the main resources that are going to be used to achieve the didactic objectives. Keywords: motor skills, autonomy, competencies, movement, play, children, motor story.

Gamification as a Didactic Strategy for the Physical Education of Pre-School Students

2021 ◽  
pp. 142-166
Author(s):  
Asunción Lledó Carreres ◽  
Elena Pérez-Vázquez ◽  
Alejandro Lorenzo-Lledó ◽  
Gonzalo Lorenzo Lledó
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Learning Strategies ◽  
School Students ◽  
Childhood Education ◽  
The World ◽  
Curricular Elements ◽  
Teaching Learning ◽  
Interest And Motivation

In the last decade, gamification has become one of the teaching-learning strategies that has received the most attention in the world of education. This new tool uses the elements of the games to design experiences that attract the attention of students, increase their interest and motivation, and improve their learning results. Nevertheless, despite the potential of gamification, teachers are faced with the difficulty of fusing curricular elements with gamable elements to achieve an effective educational experience adapted to the curricular level of students. For this reason, the present chapter aims to design a didactic proposal of gamification destined to work with contents of physical education in the pre-school stage. This chapter shows that gamification can be used in the field of early childhood education without the need to use a large amount of educational resources, if teachers have knowledge about the process to be followed to adapt the curriculum.

scholarly journals Hábitos y motivos de ejercicio físico en estudiantes universitarios y su relación con el valor otorgado a la Educación Física (Undergraduates’ physical exercise habits and motives and their relationship with the value given to Physical Education)

Retos ◽  
2019 ◽  
pp. 78-84
Author(s):  
María Pilar León ◽  
Alejandro Prieto-Ayuso ◽  
Pedro Gil-Madrona
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Physical Exercise ◽  
Motor Skills ◽  
Motor Development ◽  
Great Majority ◽  
Future Teachers ◽  
Exercise Habits ◽  
Childhood Education

El potencial de la motricidad en Educación Infantil podría verse afectado por diversos factores, como la actitud de los docentes hacia el trabajo motor en Educación Infantil o su práctica de ejercicio físico. Por esta razón, el objetivo fue conocer los hábitos y motivos de práctica de ejercicio físico de los futuros docentes, comprobando si ello incide en el valor otorgado al desarrollo de la motricidad en Educación Infantil. La muestra estuvo compuesta por 196 estudiantes de los tres primeros cursos del Grado de Maestro en Educación Infantil, con edades comprendidas entre los 18 y 22 años. Para conocer sus motivos de práctica de ejercicio físico, completaron la Escala de Medida de los Motivos para la Actividad Física-Revisada. Además, se conoció su opinión respecto a la utilidad de la motricidad en Educación Infantil para el futuro de los niños, y a los aspectos a los que más contribuye la motricidad, así como su hábito de ejercicio físico. Los estudiantes de segundo y tercer curso son quienes consideran más útiles las clases de Educación Física. La mayoría practican ejercicio físico por motivos de fitness y disfrute. Se hallaron correlaciones positivas entre la subescala fitness y la utilidad otorgado a las clases de motricidad. Es posible concluir, por tanto, la alta importancia de las clases de Educación Física en Educación Infantil según los futuros docentes, así como la necesidad de promocionar la práctica de ejercicio físico entre éstos con el propósito de aumentar esta valoración, debido a los resultados obtenidos en este trabajo.Abstract. The potential of motor skills in Early Childhood Education could be affected by several factors, such as teachers’ attitude towards motor development in pre-schoolers or their physical exercise habits. For that reason, the aim was to know future teachers’ habits and motives to do physical exercise, assessing if this affects the value that teachers give to the development of psychomotricity in this stage. The sample was composed of 196 undergraduates from the first three years of the Degree in Early Childhood Education, aged between 18 and 21 years old. In order to know their reasons for doing physical exercise, they filled the Motives for Physical Activity Measure-Revised. In addition, their opinions regarding the usefulness of Physical Education lessons for the future of preschoolers, and the aspects to which motor skills contribute the most, were revealed, as well as their physical exercise habits. Undergraduates belonging to the second and third year were those who considered Physical Education lessons as more useful. The great majority of students did physical exercise for reasons such as fitness and enjoyment. Positive correlations were found between the fitness subscale and the usefulness given to Physical Education lessons by undergraduates. Therefore, it is possible to conclude that Physical Education lessons have great importance in Early Childhood Education according to future teachers. Furthermore, taking these findings into account, the need to promote physical exercise among them is also highlighted, with the aim of increasing the value of psychomotricity.

Learning Environments About Colombian Legends as a Didactic Strategy

2021 ◽  
pp. 187-211
Author(s):  
Yulmis Isabel Rodríguez ◽  
Pedro Gil-Madrona ◽  
Luz Marina Méndez Hinojosa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Emotional Development ◽  
Social And Emotional Development ◽  
Childhood Education ◽  
Social And Emotional ◽  
Material Resources

This chapter presents a proposal for a didactic intervention in physical education for early childhood education in a learning environment created from the Colombian legends. The purpose is to contribute to the cognitive, motor, perceptual, social, and emotional development and a progress in the knowledge of their own culture. Throughout it, the objectives of the didactic proposal, the methodological strategies, the material resources, the clusters, the environments, as well as the evaluation will be exposed.

scholarly journals Documentos produzidos no estágio curricular supervisionado na Educação Infantil: primeiras aproximações [Documents produced in the supervised curricular internship in early childhood education: First approaches]

2020 ◽  
Vol 7 (2) ◽  
pp. 31-40
Author(s):  
Roque Bikel ◽  
Viviane Duek ◽  
Larissa Benites
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Point Of View ◽  
Childhood Education ◽  
Material Resources ◽  
Specific Objective ◽  
Child Education ◽  
Resources Evaluation ◽  
Education Process

This qualitative documentary research aimed to analyze the teaching plans developed for the supervised curricular internship in child education, within the scope of Physical Education Teaching education process. The results and discussion focus on each item of the teaching plans analyzed by the theme, general and specific objective, content, strategies, spaces and material resources, evaluation and references used to make the plan. It should be mentioned that the point of view of the planning and composition of the document deals with a task that requires training, understanding of parts and purposes, mainly the ability to write what is being done. Thus, it was possible to notice more complex items such as the specifics objectives, evaluation and other less complex such as content, spaces and materials. However, it should be noted that the teaching plans make it possible to view the supervised curricular internship from the perspective of the training devices and the registration of the need for these instruments to be increasingly investigated to benefit both trainees (interns) and the teacher training course that can use them when proposing changes.

scholarly journals Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

2021 ◽  
Vol 18 (12) ◽  
pp. 6454
Author(s):  
Anne Soini ◽  
Anthony Watt ◽  
Arja Sääkslahti
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Motor Skills ◽  
Perceived Competence ◽  
Early Years ◽  
Self Report ◽  
Linear Regression Models ◽  
Teachers Perceptions ◽  
Childhood Education

Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.

An International Perspective on Child Day-Care Health

PEDIATRICS ◽  
1994 ◽  
Vol 94 (6) ◽  
pp. 1085-1087
Author(s):  
Patrick Olin MD, PhD ◽  
B. N. Tandon ◽  
Julius S. Meme ◽  
E. Lee Ford-Jones ◽  
Mark Belsey ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Day Care ◽  
Focal Point ◽  
Community Organizations ◽  
International Labor Organization ◽  
Childhood Education ◽  
International Panel ◽  
The World ◽  
Education And Development

If we are committed to the health and development of children, we need to recognize that the vast majority of the world's women are working women. In Africa, 80% of the women are actively engaged in economic activities outside the home. The "economic miracle" in Southeast Asia was made possible by the nimble fingers of thousands of women working in textile and electronics factories. There is need for pre-day-care advocacy for infants, through promotion of breast feeding and maternity leave. When the mother returns to work, the standard of the International Labor Organization should be applied, namely "...the care of children while the parents are working cannot be ignored because it forms a focal point on which three main concerns of development policy—work, health, and education—converge." Several principles emerged from the presentations in the international panel: 1. Child-care programs must be community based, using the resources of the families and the community organizations themselves. 2. Programs require the active involvement of the communities, women's groups, and other partners. 3. Programs are modified by innovations created by community organizations, universities, and other groups. 4. Programs require the mobilization of trained young men and women into the field of early childhood education and development. This international panel provided an overall uniting theme, that throughout the world the hope for the survival and better life for children unites parents of every country and every creed. This is one of the most powerful and strongest motivational resources in the world. We need to recognize the power of this hope and address that hope, providing with a certain degree of humility that there exist no single model, and no single country has all the answers. By respecting the ideas of the many innovations and different approaches of women, parents, and families, we can find the answers. There is a clear need for national networks as well as for international networks, exchanges of information, sharing of experience, and mobilization of the social resources in advocating early childhood education and development for the world's children.

Parental Engagement and Early Childhood Education Around the World

2021 ◽  
Author(s):  
Susanne Garvis ◽  
Sivanes Phillipson ◽  
Heidi Harju-Luukkainen ◽  
Alicja Renata Sadownik
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Parental Engagement ◽  
Childhood Education ◽  
The World

scholarly journals Influence of the Psychomotor Profile in the Improvement of Learning in Early Childhood Education

2021 ◽  
Vol 18 (23) ◽  
pp. 12655
Author(s):  
Francisco José Borrego-Balsalobre ◽  
Alfonso Martínez-Moreno ◽  
Vicente Morales-Baños ◽  
Arturo Díaz-Suárez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Development ◽  
Motor Skills ◽  
Early Age ◽  
Psychomotor Skills ◽  
Human Beings ◽  
Childhood Education ◽  
Infant School ◽  
Stimulation Of

The development of psychomotor skills in childhood enables children to organise the outside world through their bodies, contributing to their intellectual, affective, and social development. The present study aimed to longitudinally evaluate the psychomotor profile, throughout three academic years, of 3, 4 and 5-year-olds belonging to the second cycle of infant school, relating it descriptively to academic performance. The sample consisted of 82 subjects aged between 3 and 6 years throughout the study. The distribution of the sample was homogeneous, with 47.6% boys (n = 39) and 52.4% girls (n = 43). The results not only highlight the importance of the development and stimulation of motor skills from an early age for the overall development of the child, but also, when related to previous studies, show how they influence the development of human beings in adulthood.

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