scholarly journals La sala de psicomotricidad para el trabajo de educación física en educación infantil: un estudio exploratorio (Psychomotricity room for physical education work in early childhood education: an exploratory study)

Retos ◽  
2020 ◽  
pp. 106-111
Author(s):  
Josué Prieto Prieto ◽  
Natalia Galán Jiménez ◽  
Diana Barrero Sanz ◽  
David Cerro Herrero
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Exploratory Study ◽  
Safety Equipment ◽  
Four Dimensions ◽  
Childhood Education ◽  
Castilla Y Leon ◽  
General Aspects ◽  
Education Work

  La psicomotricidad se presenta como un tema de indudable relevancia dentro de las escuelas. Los estudios previos ponen de manifiesto las deficiencias en relación a la psicomotricidad, tanto en la formación del profesorado como en los espacios y materiales destinados para ella. El objetivo del estudio es analizar los espacios y equipamientos que presentan los centros educativos de Ávila (Castilla y León) para el trabajo de Educación Física (en adelante, EF) en Educación –Infantil (en adelante, EI). Todas las variables del estudio son registradas mediante una lista de chequeo compuesta por 31 ítems y estructurada en cuatro dimensiones (aspectos generales; pavimento; protección y seguridad; equipamientos). La muestra está formada por 17 centros educativos que impartían segundo ciclo de EI. Los resultados obtenidos muestran que ninguno de los centros cuenta con una sala psicomotora y el 71% de los centros utiliza el gimnasio para el trabajo de EF. Este estudio revela que los espacios destinados a la psicomotricidad presentan algunas deficiencias relacionadas con ventilación, iluminación, pavimento, protección o equipamientos. Se recomienda adecuar los espacios a las características de la sala psicomotora en pos de asegurar una calidad en el trabajo de EF en EI.  Abstract. Psychomotricity is presented as a topic of undoubted relevance within schools. Previous studies reveal deficiencies in relation to psychomotricity, both in teacher training and the spaces and materials intended for it. The aim of the study is to analyze the spaces and equipment that the educational centres of Ávila (Castilla y León) present for physical education work in early childhood education. All study variables are registered through a checklist consisting of 31 items and structured in four dimensions (general aspects; pavement; protection and safety; equipment). The sample is based on 17 educational centres offering second cycle of early childhood education. The results obtained show that none of the centres have a psychomotor room, and 71% of the centres use the gym for physical education work. This study indicates that the spaces for psychomotricity present some deficiencies related to ventilation, lighting, pavement, protection, or equipment. It is recommended to adapt the spaces to the characteristics of the psychomotor room in favor of quality in physical education work in early childhood education.

Didactic Proposal for Physical Education for Three-Year Olds in Early Childhood Education

2021 ◽  
pp. 262-279
Author(s):  
Carmen Delgado Ruiz ◽  
Elena Portero Ponce ◽  
Elena González Vela ◽  
María Muñoz Álvarez
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Performing Arts ◽  
Autonomous Community ◽  
Childhood Education ◽  
La Mancha ◽  
Different Types

Throughout this chapter the authors are going to present a didactic proposal, called “Lights, Camera, and Action” that is arranged to be carried out with three-year-old boys and girls and consists of five sessions, which will be spread over 15 days, and physical activity will be performed twice a week. In this proposal, topics like the typical in the performing arts such as circus, theater, dance, and music are explored. In this playful and motivating way, physical activity will be promoted, through our own content such as jumps, turns, and different types of balance. The didactic proposal contains objectives, competences, and contents, regulated by the Curriculum Decree 67/2007 establishing Early Childhood Education in the Autonomous Community of Castilla-La Mancha (Spain).

Improvement of Laterality Through the ABN Method in a Learning Enviroment in Early Education

2021 ◽  
pp. 33-54
Author(s):  
David Zamorano-Garcia ◽  
Paula Flores-Morcillo ◽  
María Isabel Gil-García ◽  
Miguel Ángel Aguilar-Jurado
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
The Body ◽  
Childhood Education ◽  
Left Handed ◽  
And Mathematics ◽  
The Right ◽  
The Relationship ◽  
Shed Light

This chapter aims to shed light on the relationship between the development of laterality and the learning of mathematics in early childhood education using the ABN method. Thus, the authors present an experience developed with 24 children of 4 and 5 years old from several sessions of physical education where laterality and mathematics were worked on in the framework of a project developed in the classroom. The neuropsychological laterality test and a psychomotor table with values referred exclusively to manual and foot laterality, and indicators referred to the ABN method were used as evaluation instruments. The results obtained indicate that students with homogeneous right- or left-handed laterality obtain better results, as well as those with crossed laterality, since they have defined their manual and foot dominance. However, students with undefined laterality obtain worse results, even showing a lateral tendency towards the use of the right side of the body.

scholarly journals Early Childhood Education for Sustainability Through Contradicting and Overlapping Dimensions

2019 ◽  
Vol 2 (4) ◽  
pp. 374-395 ◽  
Author(s):  
Liv Torunn Grindheim ◽  
Yvonne Bakken ◽  
Kjellrun Hiis Hauge ◽  
Marianne Presthus Heggen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
United Nations ◽  
Good Governance ◽  
Education For Sustainability ◽  
Cultural Sustainability ◽  
United Nations Educational ◽  
Four Dimensions ◽  
Childhood Education ◽  
Cultural Organization

Purpose: The article investigates how to make a broader understanding of sustainability relevant for early childhood education (ECE) guided by the four dimensions suggested by United Nations Educational, Scientific and Cultural Organization: ecological, economic and social/cultural sustainability, and good governance. Design/Approach/Methods: Previous research on ECE on sustainability is discussed in relation to the four dimensions and to Biesta’s concepts of socialization, qualification, and subjectification. Findings: The investigation finds that all four dimensions are necessary in ECE for sustainability, and it suggests how the dimensions can be understood, how they may overlap, and how they can be contradictive. Originality/Value: The article depicts how children’s opportunities to engage and to disturb established ways of thinking can be facilitated through all dimensions.

scholarly journals THE BODY MOVEMENT AT CARIMBÓ DANCE: A contribution to the Sensory-Motor Development at Physical Education class in Early Childhood Education in Belém (PA)

2021 ◽  
Vol 7 (1) ◽  
pp. a1en
Author(s):  
Ana D'Arc Martins de Azevedo ◽  
Camila Rodrigues Neiva ◽  
Edgar Monteiro Chagas Junior ◽  
Maria Betânia de Carvalho Fidalgo Arroyo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Motor Development ◽  
Body Movement ◽  
Case Study Research ◽  
Analysis Data ◽  
The Body ◽  
Childhood Education ◽  
Sensory Motor

This article highlights Carimbó as a symbol of traditional culture and the state of Pará identity, being an instrument to work according to Wallon theory on sensory-motor development. The matter discussed is about to know how Carimbó contributes to students sensory-motor development in Early Childhood Education (toddlers) in Physical Education classes. It's a qualitative case study research, that used a participatory observation instrument and an open interview with a teacher and six students. For data analysis, data triangulation was used. As a result, we understand that Carimbó made viable the students sensory-motor development. On this account it was possible to observe the development of the researched aspects.

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 Teacher Competences in Early Childhood Education and Inclusive Education: Design and Validation of a Questionnaire

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Remedios De Haro Rodríguez ◽  
Pilar Arnaiz Sánchez ◽  
Carmen Rocío Nuñez de Perdomo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Inclusive Education ◽  
Four Dimensions ◽  
Childhood Education ◽  
Teaching Community ◽  
Teacher Competences ◽  
Education Design ◽  
The University ◽  
Positive Results

El colectivo docente de Educación Infantil representa una pieza clave para promover una educación inclusiva y conocer cuáles son las competencias que debe adquirir en su formación inicial. El objetivo de este artículo es mostrar el proceso de diseño y validación de un cuestionario dirigido a conocer las competencias que deben estar presentes en la titulación de Educación Infantil de la Universidad del Bosque (Bogotá, Colombia). La muestra ha sido de 158 participantes: 7 jueces, 92 estudiantes, 35 egresados y 24 empleadores. El instrumento elaborado cuenta con 53 ítems distribuidos en cuatro dimensiones -competencias científicas, sociales, metodológicas, y personales. El procedimiento empleado ha seguido las siguientes fases: 1) revisión del estado del arte y elaboración inicial del cuestionario; 2) validación de contenido utilizando la técnica de juicio de expertos e introducción de los cambios pertinentes; 3) aplicación del instrumento; y 4) análisis de la confiabilidad estadística. Los resultados indican que el cuestionario CEINCLUSIVA es un instrumento válido y fiable al contar con un alfa de Cronbach para la totalidad de los ítems de .964. Estos buenos resultados se repiten en cada una de las dimensiones del instrumento elaborado. Asimismo, destaca el acuerdo de los jueces con relación a la pertinencia, relevancia, claridad y exclusividad de los ítems propuestos. The teaching community in Early Childhood Education represents a key element to promote an inclusive education and to identify what competences must be acquired in their initial training. The objective of this paper is to show the design and validation process of a questionnaire aimed at learning the competences which must be present in the degree in Early Childhood Education at the University of El Bosque (Bogotá, Colombia). There has been a sample of 158 participants: 7 judges, 92 students, 35 graduates and 24 employers. The instrument elaborated is made up of 53 items distributed in four dimensions – scientific, social, methodological and personal competences. The procedure has complied with the following phases: 1) revision of the state of art and initial elaboration of the questionnaire; 2) content validity through the expert judgement technique and introduction of the necessary changes; 3) instrument implementation; 4) analysis of the statistical reliability. The results show that the CEINCLUSIVA questionnaire is a valid and reliable instrument with a Cronbach’s alpha of .964. for all items. These positive results recur in every dimension of the instrument elaborated. Likewise, the judges’ agreement relating to the pertinence, relevance, clarity and exclusivity of the proposed items stands out.

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