MLS Sport Research
Vol. 3 Núm. 2 (2023)
ISSN: 2792-7156
Comportamiento lúdico y la interacción social en niños de 5 años en un entorno real de enseñanza en Educación Física
Publicado Nov 14, 2023
Resumen
Durante la etapa de educación infantil, el movimiento a través del juego favorece al desarrollo de las capacidades físicas, cognitivas y sociales de los escolares. Objetivo: Se diseñó un estudio piloto con el objetivo de analizar el comportamiento lúdico y la interacción social en niños y niñas de 5 años en un entorno real de enseñanza, determinando las características pedagógicas de ese ambiente de aprendizaje. Método: 21 escolares de Educación Primaria (12 niñas y 9 niños) de 5 años participaron en el presente estudio de diseño descriptivo- transversal. La evaluación del comportamiento infantil y las funciones cognitivas se evaluó utilizando la escala de Observación del Comportamiento (BORS). El comportamiento lúdico se evaluó utilizando la escala de juego interactivo entre pares (PEPPS) para profesores en español. El comportamiento lúdico se evaluó mediante la escala Penn Interactive Peer Play Scale (PIPPS). Esta escala evalúa las relaciones lúdicas en el aula de preescolar y los puntos fuertes de juego de los niños pequeños. Resultados: el análisis por ítem en la escala PEPPS mostró únicamente diferencias significativas por sexos en el ítem: chismorrea, rumorea, dice secretos (p <0.05). Conclusiones: Los hallazgos reflejaron que no existió diferencias significativas al comparar por sexos. Las experiencias de los niños en un contexto sociocultural específico. Por tanto, debe repetirse en estudios futuros con muestras más amplias, con el fin de validar esta metodología observacional del comportamiento de los niños y niñas a lo largo de diferentes ambientes de aprendizaje.
Palabras clave:
Cognición, educación física, juego, coordinación, motricidad
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Cómo citar
Lara, K., & Millán García, R. (2023). Comportamiento lúdico y la interacción social en niños de 5 años en un entorno real de enseñanza en Educación Física. MLS Sport Research, 3(2). https://doi.org/10.54716/mlssr.v3i2.2241
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Alonso Álvarez, Y., & Pazos Couto, J. (2020). Importancia percibida de la motricidad en Educación Infantil en los centros educativos de Vigo (España). Educação e Pesquisa, 46, e207294. https://doi.org/10.1590/s1678-4634202046207294
Aranov, Z. (1999). Validity and Reliability of the ACFS Behavior Observation Rating Scale.
Barnett, L. M., Lai, S. K., Veldman, S. L. C., Hardy, L. L., Cliff, D. P., Morgan, P. J., Zask, A., Lubans, D. R., Shultz, S. P., Ridgers, N. D., Rush, E., Brown, H. L., & Okely, A. D. (2016). Correlates of Gross Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis. Sports Medicine, 46(11), 1663–1688. https://doi.org/10.1007/s40279-016-0495-z
Berrios Aguayo, B., Pantoja Vallejo, A., & Latorre Román, P. Á. (2019). Acute effect of two different physical education classes on memory in children school-age. Cognitive Development, 50. https://doi.org/10.1016/j.cogdev.2019.03.004
Calero, M. D., Robles, M. A., Márquez, J., & de la Osa, P. (2009). Evaluación de habilidades y potencial de aprendizaje para preescolares (EHPAP). EOS. https://www.researchgate.net/publication/258999122_EHPAP
Cano, M. I., & Lledó, Á. (1997). Espacio, comunicación y aprendizaje.
Casolo, F., & Albertazzi, S. (2013). ¿Cuál didáctica para la Motricidad Infantil? Revista Motricidad y Persona: Serie de Estudios, 13, 31–38. https://dialnet.unirioja.es/servlet/articulo?codigo=4735580&info=resumen&idioma=ENG
Castro, M., Mendez, J. L., & Fantuzzo, J. (2002). A validation study of the Penn Interactive Peer Play Scale with urban Hispanic and African American preschool children. School Psychology Quarterly, 17(2), 109.
Duncan, M., Foweather, L., Bardid, F., Barnett, A., Rudd, J., O’Brien, W., Foulkes, J., Roscoe, C., Issartel, J., Stratton, G., & Clark, C. T. (2022). Motor Competence Among Children in the United Kingdom and Ireland: An Expert Statement on Behalf of the International Motor Development Research Consortium. Journal of Motor Learning and Development, 10(1), 7–26. https://doi.org/10.1123/JMLD.2021-0047
Fantuzzo, J., Manz, P. H., & McDermott, P. (1998). Preschool version of the social skills rating system: An empirical analysis of its use with low-income children. Journal of School Psychology, 36(2), 199–214.
Fantuzzo, J., Sutton-Smith, B., Coolahan, K., Manz, P. H., Canning, S., & Debnam, D. (1995). Assessment of preschool play interaction behaviors in young low-income children: Penn Interactive Peer Play Scale. Early Childhood Research Quarterly, 10(1), 105–120. https://doi.org/10.1016/0885-2006(95)90028-4
Farmer‐Dougan, V., & Kaszuba, T. (1999). Reliability and Validity of Play‐based Observations: relationship between the PLAY behaviour observation system and standardised measures of cognitive and social skills. Educational Psychology, 19(4), 429–440.
Font Ribas, A. (2011). Aprendizaje basado en problemas. Presentación. Red U. Revista de Docencia Universitaria, 2011, Vol. 9, Num. 1, p. 15-16.
Gibson, J., Cornell, M., & Gill, T. (2017). A Systematic Review of Research into the Impact of Loose Parts Play on Children’s Cognitive, Social and Emotional Development. School Mental Health, 9(4), 295–309. https://doi.org/10.1007/S12310-017-9220-9/FIGURES/3
Gregoriadis, A., Grammatikopoulos, V., & Zachopoulou, E. (2013). Evaluating preschoolers’ social skills: The impact of a physical education program from the parents’ perspectives. International Journal of Humanities and Social Science, 3(10), 40–51.
Hampton, V., Fantuzzo, J., & Manz, P. (1999). Assessing Interactive Play in Early Childhood: Penn Interactive Peer Play Scale. NHSA Dialog, 3(1), 70–72. https://doi.org/10.1207/s19309325nhsa0301_8
Helsinki. (2013). World Medical Association declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA - Journal of the American Medical Association, 310(20), 2191–2194. https://doi.org/10.1001/jama.2013.281053
Hernández Martínez, A., González Martí, I., Sánchez Matas, Y., & Carrión Olivares, S. (2020). Los ambientes de aprendizaje en Educación física y motivación en las primeras edades (Learning environments in Physical Education and motivation in early childhood). Retos, 38(38), 761–767. https://doi.org/10.47197/retos.v38i38.77441
Hertzberger, H. (2008). Space and learning: Lessons in architecture 3 (Vol. 3). 010 Publishers.
Latorre-Román, Llorisogallar, Salas-Sánchez, & García-Pinillos. (2019). Asociación entre función ejecutiva, madurez intelectual y condición física en niños preescolares. Rev.Int.Med.Cienc.Act.Fís.Deporte, In press.
Latorre-Román, P., Mora-López, D., & García-Pinillos, F. (2016). Intellectual maturity and physical fitness in preschool children. Pediatrics International, 58(6). https://doi.org/10.1111/ped.12898
Latorre-Román, P., Moreno del Castillo, R., Lucena Zurita, M., Salas Sánchez, J., García-Pinillos, F., & Mora López, D. (2017). Physical fitness in preschool children: association with sex, age and weight status. Child: Care, Health and Development, 43(2), 267–273. https://doi.org/10.1111/CCH.12404
Latorre‐Román, P., Consuegra González, P., Martínez‐Redondo, M., Cardona Linares, A., Salas‐Sánchez, J., Lucena Zurita, M., Manjón Pozas, D., Pérez Jiménez, I., Aragón‐Vela, J., García‐Pinillos, Robles‐Fuentes, A., & Párraga‐Montilla, J. (2020). Complex Gait in Preschool Children in a Dual‐Task Paradigm Is Related to Sex and Cognitive Functioning: A Cross‐Sectional Study Providing an Innovative Test and Reference Values. Mind, Brain, and Education, mbe.12256. https://doi.org/10.1111/mbe.12256
Lee, R., Lane, S., Tang, A., Leung, C., Louie, L., Browne, G., & Chan, S. (2020). Effects of an Unstructured Free Play and Mindfulness Intervention on Wellbeing in Kindergarten Students. International Journal of Environmental Research and Public Health 2020, Vol. 17, Page 5382, 17(15), 5382. https://doi.org/10.3390/IJERPH17155382
Lubans, D., Morgan, P., Cliff, D., Barnett, L., & Okely, A. (2010). Fundamental movement skills in children and adolescents: review of associated health benefits. Sports Medicine (Auckland, N.Z.), 40(12), 1019–1035. https://doi.org/10.2165/11536850-000000000-00000
Montilla, J. A. P., Román, P. A. L., del Castillo, R. J. M., & Pinillos, F. G. (2017). Motricidad y salud en educacion infantil. Ediciones Pirámide.
Moore, G. T., & Sugiyama, T. (2007). The children’s physical environment rating scale (CP ERS): Reliability and validity for assessing the physical environment of early childhood educational facilities. Children Youth and Environments, 17(4), 24–53.
Moreira, M., Almeida, G., & Marinho, S. (2016). Effects of an Educational Psychomotor Intervention program in preschool children. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 2(3), 326–342. https://doi.org/10.17979/sportis.2016.2.3.1563
Mouratidou, K. (2016). Physical education in early education: An intervention program for reducing aggressive and social insecure behavior. Επιστημονική Επετηρίδα Παιδαγωγικού Τμήματος Νηπιαγωγών Πανεπιστημίου Ιωαννίνων, 9(1), 208–229.
Riera Jaume, M. A., Ferrer Ribot, M., & Ribas Mas, C. (2014). La organización del espacio por ambientes de aprendizaje en la Educación Infantil: significados, antecedentes y reflexiones. RELAdEI. Revista Latinoamericana de Educación Infantil, 3(2), 19–39.
Rusticus, S., Pashootan, T., & Mah, A. (2023). What are the key elements of a positive learning environment? Perspectives from students and faculty. Learning Environments Research, 26(1), 161–175. https://doi.org/10.1007/S10984-022-09410-4/METRICS
Sahebi, S., Arabi, M., & Velayati, V. (2018). The effect of gymnastic exercises and free play on social skills and behavioral problems of children aged 3 to 6 years. Sport Psychology Studies, 7(25), 1–14.
Sevilla, Y. O. (2010). Diseño de espacios educativos significativos para el desarrollo de competencias en la infancia. Revista CS, 71–96.
Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. a, Rudisill, M. E., Garcia, C., & Garcia, L. E. (2008). A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship. Quest, 60(2), 290–306. https://doi.org/10.1080/00336297.2008.10483582
Sutapa, P., Pratama, K., Rosly, M., Ali, S., & Karakauki, M. (2021). Improving Motor Skills in Early Childhood through Goal-Oriented Play Activity. Children, 8(11). https://doi.org/10.3390/CHILDREN8110994
Tapia-Fuselier, J., & Ray, D. (2019). Culturally and linguistically responsive play therapy: Adapting child-centered play therapy for deaf children. International Journal of Play Therapy, 28(2), 79–87. https://doi.org/10.1037/PLA0000091
Teixeira Costa, H., Abelairas-Gomez, C., Arufe-Giráldez, V., Pazos-Couto, J., & Barcala-Furelos, R. (2015). Influence of a physical education plan on psychomotor development profiles of preschool children.
Wassenberg, R., Feron, F. J. M., Kessels, A. G. H., Hendriksen, J. G. M., Kalff, A. C., Kroes, M., Hurks, P. P. M., Beeren, M., Jolles, J., & Vles, J. S. H. (2005). Relation between cognitive and motor performance in 5- to 6-year-old children: results from a large-scale cross-sectional study. Child Development, 76(5), 1092–1103. https://doi.org/10.1111/j.1467-8624.2005.00899.x
Yıldırım, G., & Akamca, G. Ö. (2017). The effect of outdoor learning activities on the development of preschool children. South African Journal of Education, 37(2).
Aranov, Z. (1999). Validity and Reliability of the ACFS Behavior Observation Rating Scale.
Barnett, L. M., Lai, S. K., Veldman, S. L. C., Hardy, L. L., Cliff, D. P., Morgan, P. J., Zask, A., Lubans, D. R., Shultz, S. P., Ridgers, N. D., Rush, E., Brown, H. L., & Okely, A. D. (2016). Correlates of Gross Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis. Sports Medicine, 46(11), 1663–1688. https://doi.org/10.1007/s40279-016-0495-z
Berrios Aguayo, B., Pantoja Vallejo, A., & Latorre Román, P. Á. (2019). Acute effect of two different physical education classes on memory in children school-age. Cognitive Development, 50. https://doi.org/10.1016/j.cogdev.2019.03.004
Calero, M. D., Robles, M. A., Márquez, J., & de la Osa, P. (2009). Evaluación de habilidades y potencial de aprendizaje para preescolares (EHPAP). EOS. https://www.researchgate.net/publication/258999122_EHPAP
Cano, M. I., & Lledó, Á. (1997). Espacio, comunicación y aprendizaje.
Casolo, F., & Albertazzi, S. (2013). ¿Cuál didáctica para la Motricidad Infantil? Revista Motricidad y Persona: Serie de Estudios, 13, 31–38. https://dialnet.unirioja.es/servlet/articulo?codigo=4735580&info=resumen&idioma=ENG
Castro, M., Mendez, J. L., & Fantuzzo, J. (2002). A validation study of the Penn Interactive Peer Play Scale with urban Hispanic and African American preschool children. School Psychology Quarterly, 17(2), 109.
Duncan, M., Foweather, L., Bardid, F., Barnett, A., Rudd, J., O’Brien, W., Foulkes, J., Roscoe, C., Issartel, J., Stratton, G., & Clark, C. T. (2022). Motor Competence Among Children in the United Kingdom and Ireland: An Expert Statement on Behalf of the International Motor Development Research Consortium. Journal of Motor Learning and Development, 10(1), 7–26. https://doi.org/10.1123/JMLD.2021-0047
Fantuzzo, J., Manz, P. H., & McDermott, P. (1998). Preschool version of the social skills rating system: An empirical analysis of its use with low-income children. Journal of School Psychology, 36(2), 199–214.
Fantuzzo, J., Sutton-Smith, B., Coolahan, K., Manz, P. H., Canning, S., & Debnam, D. (1995). Assessment of preschool play interaction behaviors in young low-income children: Penn Interactive Peer Play Scale. Early Childhood Research Quarterly, 10(1), 105–120. https://doi.org/10.1016/0885-2006(95)90028-4
Farmer‐Dougan, V., & Kaszuba, T. (1999). Reliability and Validity of Play‐based Observations: relationship between the PLAY behaviour observation system and standardised measures of cognitive and social skills. Educational Psychology, 19(4), 429–440.
Font Ribas, A. (2011). Aprendizaje basado en problemas. Presentación. Red U. Revista de Docencia Universitaria, 2011, Vol. 9, Num. 1, p. 15-16.
Gibson, J., Cornell, M., & Gill, T. (2017). A Systematic Review of Research into the Impact of Loose Parts Play on Children’s Cognitive, Social and Emotional Development. School Mental Health, 9(4), 295–309. https://doi.org/10.1007/S12310-017-9220-9/FIGURES/3
Gregoriadis, A., Grammatikopoulos, V., & Zachopoulou, E. (2013). Evaluating preschoolers’ social skills: The impact of a physical education program from the parents’ perspectives. International Journal of Humanities and Social Science, 3(10), 40–51.
Hampton, V., Fantuzzo, J., & Manz, P. (1999). Assessing Interactive Play in Early Childhood: Penn Interactive Peer Play Scale. NHSA Dialog, 3(1), 70–72. https://doi.org/10.1207/s19309325nhsa0301_8
Helsinki. (2013). World Medical Association declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA - Journal of the American Medical Association, 310(20), 2191–2194. https://doi.org/10.1001/jama.2013.281053
Hernández Martínez, A., González Martí, I., Sánchez Matas, Y., & Carrión Olivares, S. (2020). Los ambientes de aprendizaje en Educación física y motivación en las primeras edades (Learning environments in Physical Education and motivation in early childhood). Retos, 38(38), 761–767. https://doi.org/10.47197/retos.v38i38.77441
Hertzberger, H. (2008). Space and learning: Lessons in architecture 3 (Vol. 3). 010 Publishers.
Latorre-Román, Llorisogallar, Salas-Sánchez, & García-Pinillos. (2019). Asociación entre función ejecutiva, madurez intelectual y condición física en niños preescolares. Rev.Int.Med.Cienc.Act.Fís.Deporte, In press.
Latorre-Román, P., Mora-López, D., & García-Pinillos, F. (2016). Intellectual maturity and physical fitness in preschool children. Pediatrics International, 58(6). https://doi.org/10.1111/ped.12898
Latorre-Román, P., Moreno del Castillo, R., Lucena Zurita, M., Salas Sánchez, J., García-Pinillos, F., & Mora López, D. (2017). Physical fitness in preschool children: association with sex, age and weight status. Child: Care, Health and Development, 43(2), 267–273. https://doi.org/10.1111/CCH.12404
Latorre‐Román, P., Consuegra González, P., Martínez‐Redondo, M., Cardona Linares, A., Salas‐Sánchez, J., Lucena Zurita, M., Manjón Pozas, D., Pérez Jiménez, I., Aragón‐Vela, J., García‐Pinillos, Robles‐Fuentes, A., & Párraga‐Montilla, J. (2020). Complex Gait in Preschool Children in a Dual‐Task Paradigm Is Related to Sex and Cognitive Functioning: A Cross‐Sectional Study Providing an Innovative Test and Reference Values. Mind, Brain, and Education, mbe.12256. https://doi.org/10.1111/mbe.12256
Lee, R., Lane, S., Tang, A., Leung, C., Louie, L., Browne, G., & Chan, S. (2020). Effects of an Unstructured Free Play and Mindfulness Intervention on Wellbeing in Kindergarten Students. International Journal of Environmental Research and Public Health 2020, Vol. 17, Page 5382, 17(15), 5382. https://doi.org/10.3390/IJERPH17155382
Lubans, D., Morgan, P., Cliff, D., Barnett, L., & Okely, A. (2010). Fundamental movement skills in children and adolescents: review of associated health benefits. Sports Medicine (Auckland, N.Z.), 40(12), 1019–1035. https://doi.org/10.2165/11536850-000000000-00000
Montilla, J. A. P., Román, P. A. L., del Castillo, R. J. M., & Pinillos, F. G. (2017). Motricidad y salud en educacion infantil. Ediciones Pirámide.
Moore, G. T., & Sugiyama, T. (2007). The children’s physical environment rating scale (CP ERS): Reliability and validity for assessing the physical environment of early childhood educational facilities. Children Youth and Environments, 17(4), 24–53.
Moreira, M., Almeida, G., & Marinho, S. (2016). Effects of an Educational Psychomotor Intervention program in preschool children. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 2(3), 326–342. https://doi.org/10.17979/sportis.2016.2.3.1563
Mouratidou, K. (2016). Physical education in early education: An intervention program for reducing aggressive and social insecure behavior. Επιστημονική Επετηρίδα Παιδαγωγικού Τμήματος Νηπιαγωγών Πανεπιστημίου Ιωαννίνων, 9(1), 208–229.
Riera Jaume, M. A., Ferrer Ribot, M., & Ribas Mas, C. (2014). La organización del espacio por ambientes de aprendizaje en la Educación Infantil: significados, antecedentes y reflexiones. RELAdEI. Revista Latinoamericana de Educación Infantil, 3(2), 19–39.
Rusticus, S., Pashootan, T., & Mah, A. (2023). What are the key elements of a positive learning environment? Perspectives from students and faculty. Learning Environments Research, 26(1), 161–175. https://doi.org/10.1007/S10984-022-09410-4/METRICS
Sahebi, S., Arabi, M., & Velayati, V. (2018). The effect of gymnastic exercises and free play on social skills and behavioral problems of children aged 3 to 6 years. Sport Psychology Studies, 7(25), 1–14.
Sevilla, Y. O. (2010). Diseño de espacios educativos significativos para el desarrollo de competencias en la infancia. Revista CS, 71–96.
Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. a, Rudisill, M. E., Garcia, C., & Garcia, L. E. (2008). A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship. Quest, 60(2), 290–306. https://doi.org/10.1080/00336297.2008.10483582
Sutapa, P., Pratama, K., Rosly, M., Ali, S., & Karakauki, M. (2021). Improving Motor Skills in Early Childhood through Goal-Oriented Play Activity. Children, 8(11). https://doi.org/10.3390/CHILDREN8110994
Tapia-Fuselier, J., & Ray, D. (2019). Culturally and linguistically responsive play therapy: Adapting child-centered play therapy for deaf children. International Journal of Play Therapy, 28(2), 79–87. https://doi.org/10.1037/PLA0000091
Teixeira Costa, H., Abelairas-Gomez, C., Arufe-Giráldez, V., Pazos-Couto, J., & Barcala-Furelos, R. (2015). Influence of a physical education plan on psychomotor development profiles of preschool children.
Wassenberg, R., Feron, F. J. M., Kessels, A. G. H., Hendriksen, J. G. M., Kalff, A. C., Kroes, M., Hurks, P. P. M., Beeren, M., Jolles, J., & Vles, J. S. H. (2005). Relation between cognitive and motor performance in 5- to 6-year-old children: results from a large-scale cross-sectional study. Child Development, 76(5), 1092–1103. https://doi.org/10.1111/j.1467-8624.2005.00899.x
Yıldırım, G., & Akamca, G. Ö. (2017). The effect of outdoor learning activities on the development of preschool children. South African Journal of Education, 37(2).
