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Psychomotor Skills Activities in the Classroom from an Early Childhood Education Teachers’ Perspective

Psychomotricity is a tool that allows the development of different capacities, skills and corporal abilities of people. Currently, it is included in early childhood education programmes due to its importance in children’s development, but, even so, it is not always given the role they deserve. Thus,...

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Autores principales: Rojo-Ramos, Jorge, González-Becerra, María José, Gómez-Paniagua, Santiago, Carlos-Vivas, Jorge, Acevedo-Duque, Ángel, Adsuar, José Carmelo
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9406682/
https://www.ncbi.nlm.nih.gov/pubmed/36010104
http://dx.doi.org/10.3390/children9081214
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author Rojo-Ramos, Jorge
González-Becerra, María José
Gómez-Paniagua, Santiago
Carlos-Vivas, Jorge
Acevedo-Duque, Ángel
Adsuar, José Carmelo
author_facet Rojo-Ramos, Jorge
González-Becerra, María José
Gómez-Paniagua, Santiago
Carlos-Vivas, Jorge
Acevedo-Duque, Ángel
Adsuar, José Carmelo
author_sort Rojo-Ramos, Jorge
collection PubMed
description Psychomotricity is a tool that allows the development of different capacities, skills and corporal abilities of people. Currently, it is included in early childhood education programmes due to its importance in children’s development, but, even so, it is not always given the role they deserve. Thus, this study aimed to evaluate the perceptions of early childhood education teachers towards the needs and current state of psychomotor skills in the educational context of Extremadura schools and compare the information provided by teachers that work in rural and urban areas. A questionnaire was administered using a tablet and a Google Forms application. The sample consisted of 216 teachers, selected using a non-probability sampling method based on coexistence sampling. The Mann–Whitney U test was applied to determine the relationships between the different items and dimensions according to the location of the school, and Spearman’s Rho test was used to find out if there is any relationship between the age of the teachers and their responses in the different dimensions. The results showed that psychomotor skills do not receive the place they deserve, with insufficient material and facilities, inadequate training, few sessions and inappropriate programming, together with the rest of the components of the cycle. Therefore, it can be concluded that it is necessary to include psychomotor skills in the training of teachers and that the centres should be concerned about providing teachers with the necessary material and spaces for their work.
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spelling pubmed-94066822022-08-26 Psychomotor Skills Activities in the Classroom from an Early Childhood Education Teachers’ Perspective Rojo-Ramos, Jorge González-Becerra, María José Gómez-Paniagua, Santiago Carlos-Vivas, Jorge Acevedo-Duque, Ángel Adsuar, José Carmelo Children (Basel) Article Psychomotricity is a tool that allows the development of different capacities, skills and corporal abilities of people. Currently, it is included in early childhood education programmes due to its importance in children’s development, but, even so, it is not always given the role they deserve. Thus, this study aimed to evaluate the perceptions of early childhood education teachers towards the needs and current state of psychomotor skills in the educational context of Extremadura schools and compare the information provided by teachers that work in rural and urban areas. A questionnaire was administered using a tablet and a Google Forms application. The sample consisted of 216 teachers, selected using a non-probability sampling method based on coexistence sampling. The Mann–Whitney U test was applied to determine the relationships between the different items and dimensions according to the location of the school, and Spearman’s Rho test was used to find out if there is any relationship between the age of the teachers and their responses in the different dimensions. The results showed that psychomotor skills do not receive the place they deserve, with insufficient material and facilities, inadequate training, few sessions and inappropriate programming, together with the rest of the components of the cycle. Therefore, it can be concluded that it is necessary to include psychomotor skills in the training of teachers and that the centres should be concerned about providing teachers with the necessary material and spaces for their work. MDPI 2022-08-12 /pmc/articles/PMC9406682/ /pubmed/36010104 http://dx.doi.org/10.3390/children9081214 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Rojo-Ramos, Jorge
González-Becerra, María José
Gómez-Paniagua, Santiago
Carlos-Vivas, Jorge
Acevedo-Duque, Ángel
Adsuar, José Carmelo
Psychomotor Skills Activities in the Classroom from an Early Childhood Education Teachers’ Perspective
title Psychomotor Skills Activities in the Classroom from an Early Childhood Education Teachers’ Perspective
title_full Psychomotor Skills Activities in the Classroom from an Early Childhood Education Teachers’ Perspective
title_fullStr Psychomotor Skills Activities in the Classroom from an Early Childhood Education Teachers’ Perspective
title_full_unstemmed Psychomotor Skills Activities in the Classroom from an Early Childhood Education Teachers’ Perspective
title_short Psychomotor Skills Activities in the Classroom from an Early Childhood Education Teachers’ Perspective
title_sort psychomotor skills activities in the classroom from an early childhood education teachers’ perspective
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9406682/
https://www.ncbi.nlm.nih.gov/pubmed/36010104
http://dx.doi.org/10.3390/children9081214
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