Juegos motores y su Influencia en la coordinación visomotriz en la etapa Preescolar

Aracely Marilin Madrid Mendoza; Jhosselyn Briggeth García Aldaz

doi:10.70577/asce.v5i1.695

Autores/as

Aracely Marilin Madrid Mendoza Universidad Estatal de Bolívar https://orcid.org/0009-0007-6006-9113
Jhosselyn Briggeth García Aldaz Universidad Estatal de Bolívar https://orcid.org/0009-0001-2210-376X

DOI:

https://doi.org/10.70577/asce.v5i1.695

Palabras clave:

Coordinación Visomotriz, Juegos Motores, Educación Inicial, Desarrollo Psicomotor, Primera Infancia, Integración Visomotriz

Resumen

Introducción: La coordinación visomotriz constituye una habilidad fundamental para el desarrollo integral infantil, particularmente relevante para la adquisición de destrezas de lectoescritura. Sin embargo, la creciente exposición a pantallas y la reducción del tiempo dedicado al juego activo han generado preocupaciones sobre el desarrollo motor en la primera infancia. Objetivo: Analizar la influencia de una intervención basada en juegos motores sobre el desarrollo de la coordinación visomotriz en niños de 4 años. Metodología: Se implementó un diseño cuasiexperimental con grupo control, con una muestra de 48 niños (24 grupo experimental, 24 grupo control) del Centro de Educación Inicial Ikids de Quito, Ecuador. La intervención consistió en 24 sesiones de juegos motores durante 12 semanas. Se utilizó el Test de Desarrollo de Integración Visomotriz de Beery (Beery VMI-6) como instrumento de evaluación pre y post intervención. Los datos se analizaron mediante estadística descriptiva, prueba t de Student para muestras relacionadas e independientes, y cálculo del tamaño del efecto (d de Cohen). Resultados: El grupo experimental mostró una mejora estadísticamente significativa en las puntuaciones de integración visomotriz (pre: M = 89.42, DE = 8.71; post: M = 101.25, DE = 7.84; t(23) = -6.82, p < .001, d = 1.39), mientras que el grupo control no evidenció cambios significativos (p = .342). La comparación intergrupal post-intervención reveló diferencias significativas favorables al grupo experimental (t(46) = 4.28, p < .001). Conclusiones: Los juegos motores constituyen una estrategia pedagógica efectiva para potenciar la coordinación visomotriz en preescolares, con implicaciones relevantes para la planificación curricular en educación inicial.

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