Teacher training in child motor skills: a didactic proposal for coordination in the sixth year of life

Abstract

This research addresses the pressing need to optimize the training of early childhood educators in the field of motor skills, for children aged 5 to 6 years, recognizing its significant impact on their cognitive and socio-emotional development. The limited current training leaves teachers without the necessary tools to foster crucial motor skills. The objective was to design a didactic strategy for teacher training in children’s motor coordination for educators of the 6th year of life. The methodology combined theoretical (analysis and synthesis) and empirical (observation, interviews, workshops) methods with a heterogeneous sample of 34 participants between students and preschool teachers. The results of the diagnosis revealed deficiencies in innovative strategies, evidencing the need to strengthen initial training. The proposed strategy seeks to transform educational practice, integrating scientific evidence with innovative pedagogical practices. It is concluded that the implementation of this strategy improved the competencies of educators, which promoted the integral development of children, contributing to a more humane and student-centered education. However, it is recognized the need to strengthen practical application and critical reflection, aspects that require more specific attention and long-term follow-up strategies.