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Kineziologija, Vol. 57 No. 1, 2025.

Izvorni znanstveni članak

https://doi.org/10.26582/k.57.1.9

Effects of two psychomotor programmes based on different learning environments on child development

Yulmis Isabel Rodríguez-Guerrero orcid id orcid.org/0009-0005-2226-0393 ; Faculty of Education of Albacete, University of Castilla-La Mancha, Spain
Pedro Gil-Madrona ; Faculty of Education of Albacete, University of Castilla-La Mancha, Spain
Luz Marina Méndez-Hinojosa ; The Autonomous University of Nuevo León, Monterrey, Mexico
Carlos Montoya-Fernández orcid id orcid.org/0000-0003-3398-458X ; Faculty of Education of Albacete, University of Castilla-La Mancha, Spain *
Teresa Rodríguez-Martínez ; Faculty of Education of Albacete, University of Castilla-La Mancha, Spain

* Dopisni autor.

Puni tekst: engleski pdf 754 Kb

verzije

str. 92-102

preuzimanja: 484

citiraj

Sažetak

The aim of the study was to analyse the effect of two motor intervention programmes, based on two different learning environments, on relevant dimensions in early childhood education: motor development, language development, mathematical thinking, motivation, and character. The research was conducted as a pilot study with children aged 4-5 years, based on a quasi-experimental group comparison design with pretest and post-test. The learning environment of the first group (n = 26) was based on Colombian legends, while the learning environment of the second group (n = 18) was based on the teacher’s playful pedagogical project. For data collection a sociodemographic data record sheet, the Utrecht and TEPSI tests, and the EMAPI were used. The results showed improvements in both groups in the explored dimensions, with the most significant changes occurring in the group whose learning environment was based on the teacher’s playful pedagogical project. These results confirm that motor intervention programmes in Physical Education have a positive impact on child development in early childhood education.

Ključne riječi

Physical Education; language development; mathematical thinking development; motivation; early childhood education

Hrčak ID:

332469

URI

https://hrcak.srce.hr/332469

Datum izdavanja:

30.6.2025.

Posjeta: 863 *