Methodological guide to motor development in early school years

Abstract

Within the field of motor development, early childhood education, as pointed out by García and Berruezo (1999, p. 56), aims to facilitate and consolidate the achievements that enable maturation in terms of body control, from maintaining posture and broad, locomotor movements to the precise movements that allow for various modifications of action, while at the same time promoting the process of representation of the body and the spatial-temporal coordinates in which the action takes place. The importance of the early stages of human development lies in providing children with a comprehensive education that shapes their personality through play, taking into account theories such as those of Piaget (1936), starting with the sensorimotor stage and progressing to the formal stages, where thinking and motor skills are complemented. Eric Erickson (1902-1994) argues that personality is the social result of human beings. It is also worth highlighting the nature of public and private education and the performance of children in each of them. The role of classroom teachers and their comprehensive function is where they take on education in all its dimensions and where children learn skills and attitudes that are valued in school, home, and community. Learning is facilitated through games. Preschool instruction will surely improve if more knowledge about development-oriented teaching is offered and if the strength of this conviction is increased. Only then can the way of teaching be improved. Qualifying motor development is the child's need to receive guidance that allows them to integrate their body schema, temporal-spatial perception, balance, and coordination. As a result of this research, we were able to produce this methodological guide that serves as support for teachers who are not licensed in physical education, where the main objective is to develop and increase children's motor skills in a broad, variable, and general way.