Percepción y aplicación de la psicomotricidad por parte del profesorado de la etapa Infantil

Abstract

Psychomotor is undergoing continuous changes in the educational context in recent years. The perception of teachers in the early stages and the mode of intervention is especially relevant in children's education. The aim of the study was to analyze the procedural aspects and perceptions of teachers Children of the Community of Asturias on the psychomotor practice. A final sample of 55 teachers from 12 schools early childhood education were surveyed. The results showed a lack of specific training for teachers, although a high percentage felt sufficiently prepared to teach this discipline. However, they noted the need for a specialist to answer the psychomotor skills required specifically. The average intervention was made primarily two hours a week in the psychomotor room. The greatest difficulties were found in the number of students, lack of real time and the scarcity of material resources. Finally 100% of teachers considered the motor skills is essential for the development of the child in the infant stage and showed a very positive perception towards fundamental questions of psychomotor skills. These results add relevant information and allow us to put into perspective the context of motor skills in different Autonomous Communities within the educational framework.