Percepciones del enfoque Reggio Emilia sobre las habilidades sociales y emocionales en la educación física preescolar
DOI:
https://doi.org/10.47197/retos.v66.113363Palabras clave:
Educación, habilidades motoras, educación física, reggio emilia, deportividadResumen
Introducción: este estudio exploró la aplicación del enfoque Reggio Emilia en la educación física preescolar, centrándose en sus efectos sobre el desarrollo de habilidades motoras, los tipos de interacción, el compromiso emocional y el trabajo en equipo y la deportividad. el enfoque enfatiza un aprendizaje centrado en el niño y exploratorio, con el objetivo de fomentar un desarrollo integral.
Objetivo: el objetivo fue evaluar la efectividad del enfoque Reggio Emilia para mejorar las habilidades físicas, sociales y emocionales en comparación con los métodos de enseñanza tradicionales en la educación física preescolar.
Metodología: se utilizó un diseño de métodos mixtos, combinando observaciones cualitativas y evaluaciones cuantitativas. se observaron dos grupos de niños preescolares, experimental y control, durante un período de tres meses. se emplearon pruebas t para muestras independientes y ANOVA para analizar las diferencias entre los grupos.
Resultados: los resultados mostraron mejoras significativas en las habilidades motoras y el compromiso emocional en el grupo experimental, respaldando la efectividad del enfoque Reggio Emilia en estas áreas. sin embargo, no se observaron diferencias significativas en los tipos de interacción o el trabajo en equipo y la deportividad.
Discusión: la discusión destacó la alineación de estos hallazgos con la literatura existente, enfatizando las fortalezas del enfoque Reggio Emilia para fomentar la creatividad y la implicación emocional, al tiempo que identificó áreas que requieren intervenciones específicas adicionales.
Conclusiones: se concluyó que el enfoque Reggio Emilia es una herramienta eficaz para mejorar el desarrollo físico y emocional en la educación física preescolar, con potencial para aplicaciones más amplias en la educación infantil.
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Derechos de autor 2025 Dinara Yerdembekova, Assem Bulshekbayeva, Sholpan Oryngaliyeva, Marzhan Iskakova, Rauken Mukhmetova, Nazym Kulmysheva
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