The objective of this study is to analyze the meanings that are attributed to the terms psychomotor and physical education in early childhood education (stage 0-6 years) and the consequences derived from it.The research has been based on the hermeneutic-interpretive methodological tradition and the data collection method has been the case study. The strategies used to obtain the information have been the in-depth interview, the discussion group and the research journal.The results obtained make evident the existing terminological-conceptual confusion in relation to the terms physical education and psychomotor skills, resulting in an ambiguity that is hindering the development of physical education in schools and early childhood education teacher training centers.According to the results obtained, the main cause of this confusion is the conceptual ignorance of the term psychomotor skills, which is usually used by tradition at this stage, being associated with methodologically adequate motor proposals for early childhood education, and the current physical education model. which is perceived in a reductionist way, as it is generally associated with instructive practices, physical conditioning and sports practice, thereby generating the perception that it is not adequate for this stage.
|Títol traduït de la contribució||Meanings attributed to the terms psychomotricity and physical education in early childhood education|
|Nombre de pàgines||18|
|Revista||Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte|
|Estat de la publicació||Publicada - 31 de març 2021|
- Educació física per a 0-6 anys
- ducació Física