Psicomotricidad, corporalidad, género y filosofía positivista en Chile: análisis crítico de documentos ministeriales (Psychomotricity, corporeality, gender and positivist philosophy in Chile: a critical analysis of ministerial documents)

La educación formal puede ser entendida como una actividad cultural que es influenciada por múltiples perspectivas epistemológicas que están presentes en la sociedad. Además, cada nación tiene sus propias particularidades en función de su propia historia y ciudadanía que son únicas. Unas de las corrientes teóricas que ha tenido un auge pedagógico en los últimos años en América Latina es la perspectiva feminista, promoviendo la igualdad de género. Considerando dicho contexto, se desarrolló el presente ensayo cuyo objetivo es analizar desde una perspectiva crítica y de género cuatro documentos ministeriales chilenos sobre psicomotricidad y corporalidad en edad infantil. Los análisis reflejaron que existe una marcada tendencia conductista, positivista, neoliberal y acrítica en torno al género, la psicomotricidad y la corporalidad en los textos ministeriales considerados. De este modo, se estaría promoviendo una educación infantil que asume una actitud pasiva ante las injusticias sociales y los estereotipos de género de corte patriarcal. En este sentido, se estaría reproduciendo, en el profesorado y en el alumnado infantil, una racionalidad curricular técnica y tradicional. Abstract: Formal education can be understood as a cultural activity that is influenced by multiple epistemological perspectives that are present in society. In addition, each nation has its own particularities based on its own unique history and citizenship. One of the theoretical currents that has had a pedagogical boom in recent years in Latin America is the feminist perspective, promoting gender equality. Considering this context, this essay was developed with the objective of analyzing from a critical and gender perspective four Chilean ministerial documents on psychomotricity and corporeality in early childhood. The analyses showed that there is a marked behaviourist, positivist, neoliberal and uncritical tendency towards gender, psychomotor skills and corporeality in the ministerial texts considered. In this way, it would be promoting an early childhood education that assumes a passive attitude towards social injustices and patriarchal gender stereotypes. In this sense, a technical and traditional curricular rationality is being reproduced among teachers and children.

Performance gains from adaptive eXtended Reality training fueled by artificial intelligence

While virtual, augmented, and mixed reality technologies are being used for military medical training and beyond, these component technologies are oftentimes utilized in isolation. eXtended Reality (XR) combines these immersive form factors to support a continuum of virtual training capabilities to include full immersion, augmented overlays that provide multimodal cues to personalize instruction, and physical models to support embodiment and practice of psychomotor skills. When combined, XR technologies provide a multi-faceted training paradigm in which the whole is greater than the sum of the constituent capabilities in isolation. When XR applications are adaptive, and thus vary operational stressors, complexity, learner assistance, and fidelity as a function of trainee proficiency, substantial gains in training efficacy are expected. This paper describes a continuum of XR technologies and how they can be coupled with numerous adaptation strategies and supportive artificial intelligence (AI) techniques to realize personalized, competency-based training solutions that accelerate time to proficiency. Application of this training continuum is demonstrated through a Tactical Combat Casualty Care training use case. Such AI-enabled XR training solutions have the potential to support the military in meeting their growing training demands across military domains and applications, and to provide the right training at the right time.

Impact of the Haptic Virtual Reality Simulator on Dental Students’ Psychomotor Skills in Preclinical Operative Dentistry

One of the current trends in dental education is to empower dental students on a global platform using advanced technology. Haptic virtual reality simulation (HVRS) is a relatively new technology in the field of teaching and learning operative dentistry. This study aims to assess the impact of haptic virtual reality simulation (HVRS) on dental students’ psychomotor skills acquisition in preclinical operative dentistry. Class I cavity preparations (CP) were performed at baseline by 21 novice dental students on plastic teeth. Duration of CP was recorded and cavity features were evaluated and scored. Then, students were exposed to HVRS training on CP. Another Class I CP was performed by each student on plastic teeth after HVRS training, then evaluated, and the duration was recorded. There was a statistically significant decrease in CP performance time after HVRS training (p < 0.001) and an increase in the mean total marks of CP after HVRS training (p < 0.001). The change in the students’ performance in the CP displayed a statistically significant improvement after HVRS training in smoothness of the pulpal floor (p = 0.047), pulpal floor direction (p = 0.029), buccal, lingual, and mesial wall direction (p = 0.004, p = 0.025, p = 0.002), mesial and distal wall smoothness (p = 0.01, p = 0.001), internal line angle (p = 0.024), and internal point angle (p = 0.029). Overall improved performance in psychomotor skills was found after HVRS training. It could be beneficial to incorporate HVRS training early in pre-clinical operative dentistry courses as an adjunct to conventional phantom head training.

PENGEMBANGAN BAHAN AJAR E-LKPD BERBASIS PENGERINGAN IKAN ASIN PADA MATERI SUHU DAN KALOR FISIKA SMA

The research carried out aims to develop teaching materials that are sontextual local wisdom in order to attract student in learning. The teaching materials that will be developed in this research are e-LKPD based on drying salted fish on temperatured and heat materials. The research method used in this research in the ADDIE development model. The ADDIE development model has five stages, namely Analysis, Design, Development, Implementation and evaluation. The research steps are carried out in accordanse with the ADDIE satges. The results of the research conducted, namely at the analysis stage, it was found that the lack of use of alternative teaching materials such as e-LKPD made student less interested during the learning process. Teaching materials that contain observation activities are meeded to improve psychomotor skills in students so that in this study the e-LKPD was developed by containing a simple experiment on drying salted fish. Preparation or writing of e-LKPD materials using the 3d pageflip application. This applicatin has the adavantage of complete features that make the 3d effect look real. This 3d pageflip appication requires a number of computer devices to use and the installation process is quite long. The constraints of this research are that the computer equipment owned by the researcher does not support the isntallation of the 3d pagefip application, the limited time of the study, and the limitation of the researcher in usng the 3d pageflip applicatin so that the research is only carried out until the sdesign stage.

The effect of motion games on improving the psychomotor and intellectual performance of children with autism spectrum disorder and intellectual disabilities

Introduction. Depressive states and anxiety are common symptoms of children with autism spectrum disorder (ASD). The persons with intellectual disabilities show problems related to the development of basic motor skills, having learning problems compared to normal ones, imbalances between the processes of arousal and inhibition, limited motor ability, difficult understanding of language and motor tasks, difficult concentration, mechanical assimilation etc. Objectives. The study analyzes the effectiveness of structures and motion games, applied in specific activities for children with intellectual disabilities (ID) and autism spectrum disorders (ASD). Material and Methods. The research involved an experimental group of 5 children with one of these disabilities or their combination (age 10-11 years), included in a training process at the Ion Teodorescu Special Vocational School in Slobozia / Ialomița / Romania and comparing their results with a control group (6 normal children, with an average age of 10 years), between 20.09.2020-10.03.2021. The assessment of the level of psychomotor and intellectual development was made by the Cutout Test, the Cohs Cube Test (light task configurations) and an Attention Flexibility Test (movement to the corners of the room/field depending on the assigned color, counting successful attempts and mistakes). Results and discussion. The obtained results confirm the working hypothesis, so the use of the structures and games proposed in the program contributes to a significant improvement of the psychomotor and intellectual performances of students with intellectual disabilities and autism spectrum. Conclusion. espite all these improvements, they cannot approach or equal the reference values of children without problems, falling into the same age category. Keywords: psychomotor skills, adapted physical activities, recovery, children, learning disabilities,

Penerapan Terapi Bermain Lego Terhadap Perkembangan Motorik Halus Pada Anak Usia Prasekolah Dengan Resiko Gangguan Perkembangan

Psychomotor skills are one of the developing chilg’s abilities that involve certain organs and muscles and requre well coordination. The purpose of this study is to describe the application of lego play therapy in improving psychomotor development in preschool-aged children who are at risk of developmental disorders participated in this study. The Developmenta Pre-Screening Questionnaire (KPSP) was used to assessthe psychomotor skills. The result show that KPSP value before the intervetion in both participant were 5 and 7. After the intervetion the values were increase to be 10 and 12. These result proved that lego play therapy can improve psychomotor development among preschool-aged chilidren who are at risk of devolpmenental disorders. Moreover nurses are strongly suggest to implement legp play therapy as an alternative intrvetion to improve psychomotor developmental in preschool-aged children.Keywords: Lego Play Therapy, Preschool Age, Psychomotor Development AbstrakMotorik halus merupakan salah satu kemampuan anak yang sedang berkembang yang melibatkan bagian-bagian tubuh tertentu dan otot-otot kecil dan memerlukan koordinasi yang cermat. Tujuan penulisan ini menggambarkan penerapan terapi bermain lego dalam meningkatkan perkembangan motorik halus pada anak usia prasekolah. Metode yang digunakan dalam studi kasus ini adalah metode deskriptif dengan subyek dua pasien anak usia prasekolah yang mengalami resiko gangguan perkembangan. Alat ukur menggunakan lembar observasi yang mengacu pada Kuisioner PraSkrining Perkembangan (KPSP). Hasil menunjukkan sebelum intervensi nilai observasi perkembangan motorik halus pada kasus satu yaitu 5 dan pada kasus dua yaitu 7. Setelah dilakukan intervensi nilai observasi kasus satu meningkat menjadi 10, sedangkan pada kasus dua meningkat menjadi 12. Kesimpulan bahwa terapi bermain lego membantu meningkatkan perkembangan motorik halus anak usia prasekolah yang mengalami resiko gangguan perkembangan. Diharapkan perawat menjadikan terapi bermain lego sebagai salah satu alternative tindakan untuk meningkatkan perkembangan motorik halus pada anak prasekolah.Kata kunci : TerapiBermain Lego; Motorikhalus; UsiaPrasekolah

Picture guided learning - A picture-based clinical skill teaching resource in undergraduate nursing in South Australia

A competent nursing graduate is required to perform psychomotor skills related to clinical procedures, articulate knowledge to support their activities, work in a team with efficient time management skills and have strategies to perform in the increasingly busy clinical environment and with complex patient acuity. Student Evaluation of Teaching data from an undergraduate nursing clinical subject 2014-2018 identified an inconsistency in clinical skill teaching/delivery by educators which needed to be addressed. This study aimed to evaluate the outcome of implementing the Clinical Skill Storybook as an additional teaching resource for students’ clinical skill development. A descriptive analysis approach was applied to summarise quantitative and qualitative subject evaluation data along with Clinical Skill Storybook evaluation questionnaires (2018-2020). Data analysis identified five themes: (1) Clinical Skill Storybook as a Learning Resource, (2) Self-directed learning and peer support, (3) Developing clinical skill competency, (4) Preparation for clinical placement, and (5) Maintaining teaching consistency. It was evident that the Clinical Skill Storybook provided an easy-to-follow visual guide which assisted students’ confidence and competence of skill development. The subject evaluation highlights that students were significantly more satisfied with the teaching resources than in previous years. The implementation of the Clinical Skill Storybook actively improved students’ skill acquisition, confidence, and readiness for placement. The findings indicated that picture-based resources such as the Clinical Skill Storybook are beneficial for nursing students’ clinical skill development. Further involvement with stakeholders such as clinical venues in developing the clinical skill storybook is planned for future exploration.

Penerapan Terapi Bermain Plastisin Terhadap Perkembangan Motorik Halus Pada Anak Usia Prasekolah Dengan Resiko Gangguan Perkembangan

Psychomotor skills are children’s ability to use small muscles and coordination between eyes and hands. Thus, children are able to doing their activities independently. One of the media used to improve the psychomotor skills of preschool-aged children is using plasticine. The purpose of this study was to describe the application of plasticine play therapy in improving psychomotor skills in preschool-aged children. The descriptive study design was used in this case study. There are two preschool-aged children who are at risk of developmental disorders join in this study. The developmental pre-screening questionnaire (KPSP) was used to assess the psychomotor skills. The results show that before the intervention the KPSP value of both respondents was 5. After the intervention the KPSP value was increased to 10 and 12. Thus, plasticine play therapy can improve the psychomotor skills among preschool-aged children who are at risk of developmental disorders. Furthermore, nurses suggested to implement plasticine play therapy as an alternative intervention to improve psychomotor skills in preschool-aged children.Keywords: psychomotor skills; Preschool-aged children; plasticine. AbstrakMotorik halus merupakan kemampuan anak mengunakan otot-otot kecil serta koordinasi antara mata dan tangan, sehingga anak mampu melakukan aktivitas mandiri dengan baik. Salah satu media yang digunakan untuk meningkatkan motorik halus anak usia prasekolah adalah menggunakan plastisin. Tujuan penulisan ini untuk menggambarkan penerapan terapi bermain plastisin dalam meningkatkan motorik halus pada anak usia prasekolah. Metode yang digunakan dalam studi kasus ini adalah penelitian deskriptif dengan subyek dua pasien anak usia prasekolah yang mengalami resiko gangguan perkembangan. Alat ukur yang digunakan adalah lembar observasi yang mengacu pada kuesioner pra skrining perkembangan (KPSP). Hasil menunjukan sebelum intervensi nilai observasi kedua responden 5. Setelah intervensi nilai observasi kasus satu meningkat menjadi 10, sedangkan kasus dua meningkat menjadi 12. Kesimpulannya adalah penerapan terapi bermain plastisin dapat meningkatkan motorik halus anak usia prasekolah yang mengalami resiko gangguan perkembangan. Saran bagi perawat menjadikan terapi bermain plastisin sebagai salah satu alternatif tindakan untuk meningkatkan motorik halus pada anak usia prasekolah.Kata kunci : Motorik halus; Anak usia prasekolah; plastisin.

Dental Students’ Didactic and Psychomotor Skills Performance in Dental Anatomy and Preclinical Operative Dentistry Courses in a Saudi Governmental School

Background. Knowledge and psychomotor skills are essential in dental education. The aims were to (1) investigate the correlation between dental students’ didactic and psychomotor skills performance in the dental anatomy and preclinical operative dentistry courses and (2) explore the impact of gender on students’ performance in both courses. Materials and Methods. A retrospective cohort study was performed on dental students’ (164 students; 72 males and 92 females) dental anatomy and preclinical operative courses scores of the same class over 2 years (2018–2020). Didactic and practical scores were collected. The didactic scores included examinations. Practical scores included tooth wax carving for the dental anatomy course and class II cavity preparations and restorations for the preclinical operative. Student’s t-test and ANOVA were used to analyze the difference between the didactic and psychomotor skills scores of both courses and genders. Pearson’s correlation coefficient was used to explore correlations ( p < 0.05 ). Results. Moderate, positive, and significant correlations were found between didactic scores in both courses and between dental anatomy’s didactic and psychomotor skills. A weak, positive, and significant correlation existed between the preclinical operative didactic and psychomotor silks ( p < 0.05 ). Females’ didactic performance was significantly better than males. Gender had a significant, positive, and moderate correlation in the dental anatomy course, but moderate-weak in preclinical operative ( p < 0.05 ). Conclusion. Students’ didactic and psychomotor performance correlations in dental anatomy and preclinical operative courses were positive. The correlation was moderate and weak and varied by course. Gender had a significant impact on student performance and varied by procedure and courses investigated.