Body expression as a predictor of psychomotor skills in early childhood education: a systematic review
DOI:
https://doi.org/10.47197/retos.v80.118783Keywords:
Body expression, Early childhood education, Educational intervention, Psychomotor development, Child learningAbstract
Introduction: body expression has been recognized as a key component of psychomotor development in early childhood education due to its influence on motor, cognitive, and socioemotional dimensions. its curricular integration has gained relevance within active and inclusive educational approaches.
Objective: to analyze body expression as a predictor variable of psychomotor development in early childhood education and to synthesize recent scientific evidence regarding its impact.
Methodology: a systematic review was conducted following prisma guidelines. indexed databases were searched between 2020 and 2026 using boolean operators and predefined inclusion and exclusion criteria. empirical studies and theoretical reviews focused on early childhood were selected.
Results: findings showed that systematic implementation of movement-based activities promoted significant improvements in coordination, balance, body schema, and motor skills. additional benefits were observed in motivation, self-regulation, and school adjustment.
Discussion: results were consistent with previous research linking motor development and learning; however, the predominance of descriptive designs and methodological limitations restricted strong causal inferences.
Conclusions: promoting body expression from early ages represents a key strategy to enhance psychomotor development and support comprehensive learning outcomes.
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