Educational strategy focused on interactive games for the psychomotor development of children aged 3 to 4 years old

Abstract

Psychomotor development in early childhood is essential for children's comprehensive development, as it links motor, cognitive, socio-emotional, and linguistic progress. Based on this premise, the purpose of the research was to design a pedagogical strategy focused on the use of interactive games that intentionally stimulate the psychomotor development of children aged 3 to 4 years to be applied in the “Manuel Abad” Educational Unit. It was conducted using a qualitative-quantitative or mixed approach, using observation, survey, and interview techniques to diagnose the initial state of psychomotor development and explore the perceptions of parents and teachers. The information collected was processed using reliability analysis, correlation, and nonparametric tests, which provided a comprehensive view of the issue. The results showed that most children achieved adequate levels in most indicators, although delays were identified in fine motor skills, eye-hand coordination, language, cognitive skills, and gross motor skills. Parents and teachers agreed on the importance of psychomotor skills and recognized the effectiveness of interactive games as a strategy for strengthening them. Based on the findings, a pedagogical strategy was designed consisting of four phases and ten activities, aimed at directly addressing the indicators with the greatest deficits. The proposal was rated by specialists as highly acceptable, demonstrating its relevance and viability. The work represented an innovative contribution to early childhood education by integrating diagnosis, theoretical foundations, and the design of contextualized activities, projecting itself as a replicable tool in other educational settings.