Créditos

These results reflect that the promotion of programs through EX could have great potential for cognitive and academic development at this stage of education. In addition, they would allow the development of healthy habits of physical activity, the increase of student motivation and a better socialization.

Increasingly, we find that both primary schools and secondary schools try to include more innovative and active methodologies, such as working in a cooperative or collaborative way, that is to say, forming workgroups that help students to work together and thus facilitate their learning. For this reason, in this program sychopedagogical orientation and intervention we are going to focus on using this type of cooperative methodology together with Multiple Intelligences and thus contribute in the learning process of students in a more active and constructivist way. Through the three areas of which the educational orientation is composed, Tutorial Action, Attention to Diversity and Academic and Professional Orientation, we are going to stimulate the different intelligences of our students as well as to make it clear that any difficulty is not an obstacle to move forward, But on the contrary, try to work in inclusive way in the classroom, now that all the objectives proposed in this intervention program they can be achieved by all students without showing you any barrier that prevents it is.

We can conclude that active displacement or previous intentional activation through a moderate to vigorous intensity run before the beginning of the school day improves the behavior of the students, a better classroom environment is achieved and conflicts are avoided. Further research is needed to clarify the potential key role of exercise intensity and duration, as well as the duration of these benefits.

Despite the importance of the motor skills’ development in the field of Preschool, research that focus their subject of study in identifying the effects of motor creativity in students in such ages are scarce. Starting from this premise, a study has been developed in order to verify the effects of creative relaxation on the levels of motor creativity linked to fluency, originality and imagination, of a group of Preschool students, more specifically, children in their last preschool year aged between 5 and 6. To this end, a creative relaxation program has been applied to a 25-subject group with a duration of 10 weeks and daily sessions lasting for 10-15 minutes. These sessions took place after the resting time or at the time of playground. As a data collection tool, we have used the Thinking Creatively in Action and Movement Method by Torrance in 1980, which is a validated tool. Two groups were established as follows: the first one is the control group whereas the second one is the experimental group—which receives the intervention program. Each group has 50 students, boys and girls. The results found in this study show how the creativity relaxation program promotes the increase in the motor creativity levels, referring to motor fluidity, motor originality and motor imagination, of the experimental group, that is comprised of children in their last year of Preschool. 

Currently in the field of education, students with some type of disability can be considered as a vulnerable population group due to the inclusive deficiencies that exist in schools. The partial knowledge about Autism Spectrum Disorders (in advance, ASD), by the educational community, makes it difficult to understand the attention that these students require in their learning stage. This research tries to determine what difficulties have experienced the families of these students in the educational centers of their children, at the same time that seeks to know what is the level of satisfaction that families have with the response received from the educational field. The methodology that has been used has been qualitative, through a case study that has used the technique of in-depth interviews focused on the families of students with ASD. The sample was established by intentional sampling and a total of 30 subjects participated, of whom 19 are mothers and 11 are parents of children with ASD. In short, the article presents a report of the results that have been obtained in the research carried out in the province of Jaén (Spain) in relation to the perceptions and experiences that the families of the students with ASD have had about the different vulnerabilities that their minors in educational centers. The totality of the sample agrees that the specialized attention that is offered from the educational centers is insufficient.

This article aims to present the first results of a study on self-esteem in the classroom. In order to carry out this project, we have collected data of fifty 6^th grade students of Primary Education in a school on Madrid. The results collected will be analyzed later. In order to do so, we have given the students a test AF5 autoconcepto foma 5 containing thirty questions, which evaluate five main aspects: academic/work, social, emotional, family and physical. Before elaborating this test, we have analyzed and studied in depth what self-steem is. Moreover, we have studied the kinds of self-steem that can be found, which aspects have influence on it, how can self-steem be improved, self-steem´s influence in the classroom and what the teacher´s role in students´ self-steem is. The aim of this project is to test the influence that self-steem has in the students’ performance, to what extent individuals´ personality can influence learning and the teacher´s role in the construction and improvement of their students´ self-steem. The most important conclusions we have reached are the following; self-steem have a great effect in the student’s performance; teachers and parents play an important role in sttudent’s self-steem development; and must strengthen the positive qualities of students in order to develop a positive self-steem that allow them to grow to be happy and whole people.