Psychomotor skills and their impact on language disorders in early childhood education (3 to 6 years): a systematic review
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- Natalia Villar- Cavieres+−
- Belén Madariaga Marchant+−
- Javiera Parraguez Huerta+−
- Krischna Díaz Pérez+−
- Krishna Valdés Molina+−
- César Faúndez-Casanova+−
DOI:
https://doi.org/10.17979/sportis.2026.12.2.12701Abstract
Psychomotor expressiveness involves gestural language, which, when incorporated neuromotorily, immediately impacts the development of linguistic skills, leading to long-term improvements in academic performance. The aim of this research is to analyze the relationship between psychomotricity and language disorders from a psycho-corporal perspective—that is, body and mind. The PRISMA 2020 guidelines were used through a search of studies published from 2015 onward in databases such as Medline, Scopus, Web of Science, Scielo, and Latindex, using boolean operators and eligibility criteria provided through PICO. A number of 30 investigations were identified that show a significant quantitative and qualitative correlation between psychomotor development and the evolution of linguistic skills in children with Developmental Language Disorder (DLD). The essential role of motor coordination, both fine and gross, is highlighted in phonetic and articulatory production, directly influencing the ability to structure language and acquire vocabulary. In addition, psychomotor intervention programs have shown positive effects on verbal fluency and narrative structuring in children with DLD, promoting their social interaction and school adaptation. The review provides important information on how psychomotricity can be associated with language disorder, generating alternatives for long-term change.
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References
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