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Artículos

Vol. 2 Núm. 3 (2025): Revista Paraguaya de Pedagogía

Influence of brain gym on strengthening psychomotor skills in children aged four to five years old

Influence of brain gym on strengthening psychomotor skills in children aged four to five years old
Publicado
2025-01-03

El desarrollo psicomotor en la primera infancia es esencial para el aprendizaje y el bienestar infantil, pero en contextos latinoamericanos persisten limitaciones en la implementación de estrategias innovadoras que lo fortalezcan. Esta investigación responde a la necesidad de evidenciar el impacto del Brain Gym, una metodología basada en el movimiento, en la psicomotricidad de niños de 4 a 5 años en una escuela pública ecuatoriana. El objetivo principal fue determinar la influencia de este programa en el fortalecimiento de las habilidades motoras y cognitivas de los participantes. El estudio adoptó un enfoque cualitativo, con diseño fenomenológico y alcance descriptivo, utilizando observación estructurada y entrevistas semiestructuradas a una muestra intencional de 15 niños y su docente durante seis semanas. Los resultados muestran mejoras notables en coordinación motora, equilibrio, lateralidad y control postural tras la intervención, así como una percepción positiva por parte de la docente sobre la motivación y participación de los niños. Se concluye que la integración sistemática del Brain Gym en la rutina escolar favorece el desarrollo integral, la inclusión y la equidad educativa. Se recomienda su incorporación en el currículo de educación inicial y la capacitación docente continua para maximizar su impacto, contribuyendo así a prácticas pedagógicas más efectivas e inclusivas.

Psychomotor development in early childhood is essential for learning and well-being, yet in Latin American contexts, there are still limitations in the implementation of innovative strategies to strengthen it. This research addresses the need to demonstrate the impact of Brain Gym, a movement-based methodology, on the psychomotor skills of children aged four to five in a public Ecuadorian school. The main objective was to determine the influence of this program on the strengthening of participants' motor and cognitive abilities. The study used a qualitative, phenomenological, and descriptive approach, employing structured observation and semi-structured interviews with a purposive sample of 15 children and their teacher over six weeks. Results show notable improvements in motor coordination, balance, laterality, and postural control after the intervention, as well as a positive perception from the teacher regarding children's motivation and participation. It is concluded that systematically integrating Brain Gym into the school routine promotes integral development, inclusion, and educational equity. Its incorporation into the early childhood curriculum and ongoing teacher training are recommended to maximize its impact, thus contributing to more effective and inclusive pedagogical practices.

Número:
Vol. 2 Núm. 3 (2025): Revista Paraguaya de Pedagogía
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Artículos

Referencias

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