Juegos motores para trabajar la prevención de accidentes en Educación Infantilaspectos a considerar en el diseño e intervención

Abstract

The objective of this experience was based on knowing the effects on the motor and cognitive development of Early Childhood Education students when participating in semi-directed motor games to solve accident prevention situations at home, according to the difficulty in reaching the motor objective and the cognitive processes that are activated. The design, implementation and evaluation of the intervention proposal was developed with a total of 32 four-year-old boys and girls. The evaluation of the implementation of the motor games focused both on the teaching-learning process and on the students’ learning, as well as on the teaching intervention in a systematic and rigorous way, by means of an anecdotal record. The motor games with cognitive activation favored integral and globalized learning. In conclusion, the Early Childhood Education teacher should consider four key aspects in the design of motor games to achieve optimal motor and cognitive development: 1) the relationship between the motor objective and information processing; 2) the motor decisions and adjustments required; 3) the cognitive load or involvement during the motor game; and 4) the initial and ongoing information provided.