Psicomotricidad en Educación Infantil: Bases inclusivas y neuroeducativas
Archivos
NO SE HA AUTORIZADO la consulta de los documentos asociados
Fecha
2022-11-18
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Resumen
(ES) El presente trabajo expone la situación actual del alumnado con dificultades de
psicomotricidad a lo largo de su recorrido académico desde un punto de vista inclusivo. Sin
embargo, no toda perspectiva inclusiva ofrece una respuesta a este tipo de alumnado, ya que para
ello el profesorado debe continuamente innovar en cuanto a nuevas corrientes como son las
neurociencias. Por ello se hace necesario conocer los métodos que puedan potenciar al alumnado
con dificultades psicomotrices, permitiendo así emprender a nivel educativo. Dada la naturaleza
cuantitativa de este estudio, se ha optado por analizar las opiniones por parte del alumnado del
último curso del grado de Educación Infantil de la Universidad de Jaén. Por lo tanto, este trabajo
tiene la intención de profundizar en el concepto de psicomotricidad en Educación Infantil, la
situación del alumnado que presenta dificultades en ésta última y finalizar plasmando la relación
entre neuroeducación, neurodidáctica e inclusión educativa
(EN) This paper presents the current situation of students with psychomotor difficulties throughout their academic career from an inclusive point of view. However, not every inclusive perspective offers an answer to this type of student, as teachers must continually innovate in terms of new trends such as neuroscience. For this reason, it is necessary to know the methods that can enhance students with psychomotor difficulties, thus allowing them to undertake educational initiatives. Given the quantitative nature of this study, we have chosen to analyse the opinions of students in the final year of the degree in Early Childhood Education at the University of Jaén. Therefore, the aim of this work is to study in depth the concept of psychomotor skills in Early Childhood Education, the situation of students who have difficulties in the latter, and to conclude by reflecting on the relationship between neuroeducation, neurodidactics and educational inclusion.
(EN) This paper presents the current situation of students with psychomotor difficulties throughout their academic career from an inclusive point of view. However, not every inclusive perspective offers an answer to this type of student, as teachers must continually innovate in terms of new trends such as neuroscience. For this reason, it is necessary to know the methods that can enhance students with psychomotor difficulties, thus allowing them to undertake educational initiatives. Given the quantitative nature of this study, we have chosen to analyse the opinions of students in the final year of the degree in Early Childhood Education at the University of Jaén. Therefore, the aim of this work is to study in depth the concept of psychomotor skills in Early Childhood Education, the situation of students who have difficulties in the latter, and to conclude by reflecting on the relationship between neuroeducation, neurodidactics and educational inclusion.