A Neurodidactic Strategy for Stimulating the Development of Motor Coordination in Children in Early Childhood Education
DOI:
https://doi.org/10.62452/gxtzdt63Keywords:
Neurodidactic strategy, infant stimulation, motor coordination, early childhood education, motor developmentAbstract
This study aimed to determine the relationship between neurodidactic strategies and the development of motor coordination in early childhood education. A mixed-methods approach was adopted, with a non-experimental, descriptive, and cross-sectional design. The sample consisted of 25 four-year-old children and their classroom teacher. Data were collected using an observation instrument adapted from the Peabody Developmental Motor Scales–Second Edition (PDMS-2). The results showed a predominance of a medium level of motor coordination, with greater difficulties identified in fine motor skills. Data triangulation revealed a relationship between motor development, participation, and performance in motor activities. Based on these findings, a proposal of neurodidactic strategies grounded in play, movement, and multisensory integration was designed. The criteria issued by the experts favor the application process, demonstrating a high relevance in its structure.
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Copyright (c) 2026 Maria Eugenia Andrade-Gracia, Erika Adriana Maza-Guillermo, Ruben Castillejo-Olan, Ana Isabel Tomala-Andrade (Autor/a)
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