Estimulación cognitiva en el desarrollo psicomotriz de escolares

Abstract

Introducción Much has been discussed about cognitive stimulation and psychomotor development in schoolchildren, being one of the fundamental pillars in the evolution of infants, it is closely related to the maturation of the cognitive area through the perception of stimuli. In the bibliographic review of national and international university repositories, several research precedents were identified. For Mendoza Cordero (2019) the stimulation of psychomotor and cognitive development in preschool is done through play, the importance of the development of play and cognitive strategies, which added to the pedagogical theories of learning seek the strengthening of psychomotor development at the preschool level, a study by Cervantes Rivas (2018) determined that early stimulation in psychomotor development in children from 12 to 36 months, improves skills such as: concentration, sensitivity, language and memory, which help the infant to integral development. Objetivos To determine the incidence of cognitive stimulation in the psychomotor development of elementary school children in elementary General Basic Education. Método The analytical method was applied for the respective theoretical foundation, the hypothetical-deductive method was based on the theoretical-practical content, field research and the comparative method were used to obtain the results. The sample with which the research was carried out consisted of 30 male and female students; the test called “Psychomotor skills evaluation scale in preschool was used as an instrument, which was applied personally in an educational institution; the results were obtained with the SPSS 25 program for statistical analysis. Principales resultados The statistical analysis determined the dimensions of psychomotor development PRE AND POST intervention, where a significant improvement was observed after the intervention. In the highest percentage we found locomotion action (1.26); body scheme in itself (1.17); balance (1.11), while at a medium level we found leg coordination actions (1.03); arm coordination (0.94) and in a lower percentage position actions (0.63) and hand coordination (0.56). The difference between the initial level in psychomotor development and after an intervention based on cognitive stimulation was analyzed, which determined the existence of significant differences at a level of P≤0.05 between the results by dimensions of psychomotor development PRE and POST intervention periods. Conclusiones The initial level of psychomotor development was assessed in the study sample in the physical education class, and it was evidenced, that most of the study sample was at a normal level of development and only two members at a good level, as for the locomotion and body scheme tests were at a good level, balance, position, arm and hand coordination were at a medium level and the leg coordination test at a low level. The level of psychomotor development after an intervention based on cognitive stimulation was evaluated, it was evidenced that most of the study sample was at a good level in the following tests