Peer-reviewed article
The Psychomotor Profile of Pupils in Early Childhood Education
Alfonso Martínez-Moreno, Susana Imbernón Giménez, Arturo Díaz Suárez ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined the psychomotor development of 277 children aged 3–6 years in early childhood education in Spain using standardized assessment scales. Children were divided into control and experimental groups and measured over time. The results showed that psychomotor development was close to average, with no differences between boys and girls, but time and stimulation had significant effects on development outcomes.
Key points
- 277 children (52.7% boys, 47.3% girls) participated in the observational cohort study
- No significant differences in motor skills were found between boys and girls
- Global psychomotor scores were close to average on the development scale used
- The time factor had significant and different influences depending on whether children received stimulation (experimental group) or not (control group)
- Stimulation must be considered in therapeutic or learning processes for optimal psychomotor development
Limitations
The document does not describe the nature or duration of the stimulation provided to the experimental group, nor does it detail the specific characteristics of the control group. The long-term effects of stimulation on psychomotor development beyond the study period are not reported.
Abstract
The aim of the article was to find out the psychomotor profile of children in the second cycle of infant education (3–6 years) through an observational cohort study with a prospective character. A total of 277 students participated, 52.7% boys and 47.3% girls, grouped in a control group (52.3%) and an experimental group (47.7%). The McCarthy Scales of Aptitude (MCSA) and Psychomotor Skills for Children, 7th edition, were used. The results showed that, in the global score and its dimensions, the time factor had significant and different influences, according to the control or experimental group. However, there were no significant differences in motor skills with respect to sex. As conclusions, the level of psychomotor development of the sample is close to the average of the development scale used. The time factor is significant when the subjects are subjected to stimulation; therefore, this must be taken into account in any therapeutic or learning process.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Stimulation provided to the experimental group (specific content not detailed in abstract)
- Population
- 277 children aged 3–6 years in early childhood education
Key finding
Time factor had significant and different influences between control and experimental groups