Comprender el valor percibido de la psicomotricidad relacional en la Educación Infantil: un estudio de métodos mixtos sobre las perspectivas de padres y docentes
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https://doi.org/10.17979/sportis.2026.12.2.12735Resumen
La psicomotricidad relacional puede ser útil durante la infancia porque apoya el desarrollo global de los niños al integrar movimiento, emociones y relaciones interpersonales. Las opiniones y percepciones de docentes y familias sobre la psicomotricidad son cruciales para respaldar su implementación y sostenibilidad en los entornos escolares. El objetivo del estudio fue evaluar las opiniones de padres y maestros acerca de los efectos de la psicomotricidad en los niños en los ámbitos motriz, afectivo y relacional. Se trabajó con una muestra de 72 docentes (49,47 ± 10,18 años) y 72 padres (39,32 ± 5,64 años) de niños de 3 a 7 años que participaron en programas escolares de psicomotricidad. Los participantes completaron un cuestionario en línea compuesto por nueve ítems tipo Likert y una pregunta abierta. Los resultados mostraron una valoración muy positiva por parte de los participantes, con puntuaciones más altas en la satisfacción general y en los cambios percibidos en socialización, atención, lenguaje y habilidades motoras. Las familias reportaron puntuaciones significativamente más altas en 4 de los 9 ítems de la escala Likert. Además, la mayoría de los participantes estuvo de acuerdo en que el programa de psicomotricidad relacional debería proponerse nuevamente en la escuela el próximo año para los niños. Las respuestas cualitativas a la pregunta abierta se agruparon en 10 categorías temáticas, siendo las más representativas la socialización (47.2%), la regulación emocional (41%) y la autoestima (22.2%). En conjunto, este estudio describe el valor percibido de la psicomotricidad relacional por parte de docentes y familias en múltiples ámbitos. Investigaciones futuras podrían beneficiarse de un seguimiento longitudinal más objetivo del progreso de los niños; no obstante, el apoyo fuerte y matizado de los cuidadores observado en este estudio debe interpretarse como un indicador de aceptabilidad y beneficio percibido, lo que representa un paso crucial hacia un mayor reconocimiento e integración de la psicomotricidad relacional en los sistemas educativos.
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