Psychomotricity as a comprehensive strategy to improve motor skills, body expression, and quality of life in early childhood education children
DOI:
https://doi.org/10.47197/retos.v73.117774Keywords:
Child development, early education, body expression, psychomotricity, early childhood education, educational inclusionAbstract
Introduction: This study examined the role of psychomotricity in the development of children in early education, considering its influence on motor skills, body expression, and emotional well-being.
Objective: The main purpose was to assess how psychomotor programs enhance motor, social, and creative abilities, aiming to provide evidence to improve equitable educational practices in contemporary contexts.
Methodology: The methodology involved a systematic review focusing on studies published between 2019 and 2025, selected from recognized scientific databases; the analysis prioritized interventions utilizing play, artistic workshops, and collaborative techniques. The results identified visible improvements in motor performance, gestural creativity, and school adaptation, with notable progress in social participation and emotional self-regulation. It was recognized that the most effective programs used playful models, group dynamics, and culturally adapted proposals, promoting inclusion and collaborative learning.
Discussion: Comparative analysis with recent literature revealed alignment regarding the curricular value of psychomotricity, the necessity of ongoing teacher training, and the importance of systematic evaluation.
Conclusion: It was concluded that psychomotricity is an indispensable component in early education, and it is recommended to reinforce its cross-curricular integration, develop diversified assessment methods, and continue research on its long-term impact in various educational populations.
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Copyright (c) 2025 Carla Alexandra Yandún Cartagena, Glenda Vanessa Chiles Arévalo, Margrathe Yolanda Paz-Alcívar, Sara Salome Calupiña Bustos, Marcia Lisbeth Michilena Játiva
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