Hershey, Pennsylvania
New York, New YorkBeijing, China
Formation of Practical Experience With Teachers of Physical Education in the Room of Psychomotricity in Childish Education

Formation of Practical Experience With Teachers of Physical Education in the Room of Psychomotricity in Childish Education

Carmen Cecilia Roz Faraco (University of Antonio de Nebrija, Spain) and Nazaret Martínez-Heredia (University of Granada, Spain)
Copyright: © 2021 |Pages: 20
DOI: 10.4018/978-1-7998-7585-7.ch010
OnDemand:
(Individual Chapters)
Available
$37.50
Current Special Offers
No Current Special Offers
TOTAL SAVINGS: $37.50

Abstract

The main objective of this research is the design of a training program for teachers of education physics in the institution of psychomotor circuits within the psychomotor room in the Educational Center Santa Rosa School (Venezuela) using a methodology based on participatory action research capable of handling the most elementary and obvious didactic situations determined and delimited by the actors themselves based on the implementation of the cycle model—reflection-practice-observation-execution—which transforms the teachers in protagonist and integrates the figure of the educational advisor in the process of formation. The results show the change from a poorly supported pedagogical practice to an enriched one where the creation of a method of systematization of information stands out, which made his work more effective due to the creation of a series of formats for evaluation and observation relevant to the population and its performance.
Chapter Preview
Top

Theoretical Fundamentation

Concept of Psychomotricity

After the bibliographic review that includes the authors Aucouturer (2006), Montero (2008), Domínguez (2008), Sassano (2013), Rivas & Gil (2017), Berdila, Talaghir, Iconomescu & Rus (2019), Roz & Pascual (2019) it is concluded that the psychomotor skills is a compendium of characteristics, skills, abilities and capacities to be developed that allow the child between 0 and 6 years old to develop, manage and relate to the environment in an effective and affective way that surrounds him, giving him the ability to expand his cognitive, social, emotional and motor skills, allowing him to optimize his experiences in the early education stage. These significant experiences obtained experimentally through the child's senses, allow them to evoke and relate the experiences lived and contextualized with the school activities.

Complete Chapter List

Search this Book:
Reset