Juegos motrices para fortalecer la lateralidad en niños y niñas de 4 años
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Date
2024
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Universidad Nacional de Trujillo
Abstract
El trabajo de Suficiencia Profesional que se presenta se centra en la implementación de juegos motrices destinados a reforzar la lateralidad en niños y niñas de 4 años. Esta etapa de la niñez se caracteriza por la exploración activa del entorno, lo que hace crucial el desarrollo de la psicomotricidad. A través de diversas actividades lúdicas, los niños no solo exteriorizan sus pensamientos y emociones, sino que también desarrollan habilidades y aprenden a resolver problemas cotidianos, promoviendo así su autonomía y capacidad para tomar decisiones. Cada niño es único, y este enfoque busca respetar sus diferencias individuales mientras se fomenta su crecimiento. La propuesta incluye una variedad de juegos motrices que, además de ser divertidos, tienen el objetivo de reforzar la lateralidad, un aspecto fundamental para su desarrollo y desempeño en futuros contextos educativos y de la vida diaria. En el primer capítulo, se aborda el Sustento Teórico, donde se definen conceptos clave de la psicomotricidad y se explica su importancia en esta etapa infantil. En el segundo capítulo, se detalla el Sustento Pedagógico, alineado con el currículo nacional, que proporciona un marco para el desarrollo de la psicomotricidad en los niños de 4 años. Además, se discuten los enfoques transversales y los procesos pedagógicos que se implementarán en las sesiones de aprendizaje psicomotriz.
The Professional Sufficiency work presented here focuses on the implementation of motor games aimed at reinforcing laterality in 4-year-old boys and girls. This stage of childhood is characterized by active exploration of the environment, which makes the development of psychomotor skills crucial. Through various playful activities, children not only externalize their thoughts and emotions, but also develop skills and learn to solve everyday problems, thus promoting their autonomy and ability to make decisions. Each child is unique, and this approach seeks to respect their individual differences while encouraging their growth. The proposal includes a variety of motor games that, in addition to being fun, aim to reinforce laterality, a fundamental aspect for their development and performance in future educational and daily life contexts. In the first chapter, the Theoretical Support is addressed, where key concepts of psychomotor skills are defined and their importance at this stage of childhood is explained. In the second chapter, the Pedagogical Support is detailed, aligned with the national curriculum, which provides a framework for the development of psychomotor skills in 4-year-old children. In addition, the transversal approaches and pedagogical processes that will be implemented in the psychomotor learning sessions are discussed.
The Professional Sufficiency work presented here focuses on the implementation of motor games aimed at reinforcing laterality in 4-year-old boys and girls. This stage of childhood is characterized by active exploration of the environment, which makes the development of psychomotor skills crucial. Through various playful activities, children not only externalize their thoughts and emotions, but also develop skills and learn to solve everyday problems, thus promoting their autonomy and ability to make decisions. Each child is unique, and this approach seeks to respect their individual differences while encouraging their growth. The proposal includes a variety of motor games that, in addition to being fun, aim to reinforce laterality, a fundamental aspect for their development and performance in future educational and daily life contexts. In the first chapter, the Theoretical Support is addressed, where key concepts of psychomotor skills are defined and their importance at this stage of childhood is explained. In the second chapter, the Pedagogical Support is detailed, aligned with the national curriculum, which provides a framework for the development of psychomotor skills in 4-year-old children. In addition, the transversal approaches and pedagogical processes that will be implemented in the psychomotor learning sessions are discussed.
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Keywords
Educación, Educación de la primera infancia, Juego, Juego educativo