Competencias específicas de psicomotricistas adquiridas por profesionales especializados y su aporte a la calidad de la educación chilena

Abstract

n Chile childhood reveals problems in its development because of inequality and inequity from the child’s birth. Faced with this situation, regulations have been created to balance the opportunities from an early age to allow greater wellness for the children, their families and environment. Psychomotricity and psychomotor skills appear as a pedagogical innovation, but there is no existence of it as an undergraduate profession in the official list of professionals. We wonder if Psychomotricity can be a guarantor of children’s rights and a contribution to the quality of education and pedagogical innovation, contextualized in the new General Law of Education (Law 20,370) of Chile and Curricular Bases for Early Childhood Education. Therefore, it is proposed as a general research objective: to determine the role of Psychomotricity and psychomotricity professionals in children’s development and its contribution to the quality of education indicated in the new early childhood education policies in Chile. A qualitative methodology with quantitative contributions is used. As instruments for obtaining data, a content analysis is carried out based on laws related to childhood, semi-structured interviews with specialists in psychomotricity and professionals from the state of Chile, and a questionnaire for professionals with specialization who work in Chile. For data analysis, the ATLAS.ti software (version 9.1.3) was used for the qualitative study and the PSPP (GNU pspp version 1.4.1) for the quantitative investigation. The six chosen regulations, 10 semi-structured interviews and 207 answered questionnaires were analyzed. For this analysis, the data was coded and categorized Categorization of the data, a conceptual map with 5 dimensions, 13 variables and 24 indicators was created. The results show technical orientations of Psychomotricity, where the psychomotrician itself is mentioned, 19 specific competences are insinuated that can collaborate with the reduction of inequality in the country. In addition, it appears that 7 institutions have carried out training, but currently there are only 3. That 1,289 have specialized in 20 years and phycomotor activities have been implemented in educational, health and social-community institutions. Data discussion is organized into findings, contributions of Psychomotricity and contradictions. As findings, a new Psychomotricity document appears, although there is no evidence of State training, there are 19 competencies of psychomotricists that appear in the regulations and are consistent with those of Psychomotor authors. Play and movement are recognized as factors in children development. The training of 3 axes is specified, but an online one appears, which is one of the inconsistencies along with the lack of participation of the State in the training and creation of the career or degree. Research is a contribution to education, child development, upbringing and psychomotricity in the country because there is no one with these characteristics of guarantee of rights and quality training for the reduction of inequality. We conclude that Psychomotricity in Chile is based by law and is a degree of specialization supported on three training axes: own theory, body-personal training and psychomotor practice, where specific skills are incorporated to manage the device in educational, health, social and educational projects. This specific training must be directed by a psychomotor specialist who can guarantee the process of each professional and supervise the practice. This will work as a solid support for the children and their families, thus reducing the difficulties that cause inequality and collaborating with high- quality education. Future proposals are to develop communication channels and start the way to create the degree.