Effects of an Educational Psychomotor Intervention program in preschool children

Abstract

This research was intended to investigate (test) the effects of an Educational Psychomotor Therapy in children physical and peers relation self-perceived competence in pre-school, and analyze through the educator perception the relevance to include the Psychomotor Therapy in Preschool curriculum. The sample (N=9) consisted of 4 male and 5 female, between 48 and 72 months of age (M= 61.6; SD= 9.53), with normative neurodevelopment and belonging to the same preschool. An Educational Psychomotor Intervention program was created and conducted for 2 months, with one week session during 60 min. each, and applied to the group of children at the same time. Data analysis was performed with descriptive analysis and nonparametric statistics, using the Wilcoxon statistical test. The results from the data comparison in pre and post-intervention evaluation showed significant gains in physical self-perceived competence and non-significant gains in relation with peers’ self-perceived competence. The Kindergarten Teacher refers significant positive differences in children motor development and in learning motivation in classroom tasks. She sustained also the inclusion of Educational Psychomotor Intervention in preschool curriculum. In conclusion, this research provides interesting results that contribute to increase understanding about Educational Psychomotor therapy relevance in psychosocial and academic preschool child development, and warns to further research in this area.