Influencia del desarrollo psicomotor sobre las destrezas alcanzadas en la escritura en niños de primer grado de un colegio privado de Lima Metropolitana
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Pontificia Universidad Católica del Perú
Acceso al texto completo solo para la Comunidad PUCP
Resumen
El objetivo de la investigación fue determinar la influencia del desarrollo psicomotor sobre
las destrezas alcanzadas en la escritura en niños de primer grado en un colegio privado
de Lima Metropolitana. Se utilizó una metodología correlacional-causal con diseño no
experimental descriptivo simple. La muestra estuvo compuesta por 100 estudiantes de
Kínder (2023) y 100 de primer grado (2024), quienes fueron evaluados mediante la Escala
de Evaluación de la Psicomotricidad en Preescolares (EPP) y el Test de Análisis de la
Lectoescritura (TALE).
Los resultados indicaron una correlación negativa moderada y significativa entre el
desarrollo psicomotor y los errores en las destrezas de escritura de los niños de Kínder y
Primer grado, con un coeficiente de correlación de Pearson de r = -0,430 (p < 0,01). Esto
sugiere que, a medida que aumenta el desarrollo psicomotor, los errores en las destrezas
de escritura tienden a disminuir. Tanto el desarrollo psicomotor como las destrezas de
escritura se ubicaron en un nivel medio del 55%.
Las áreas que presentaron mayores desafíos fueron la grafía, donde los estudiantes
lucharon con la alineación, secuenciación de trazos y enlace de letras. En cuanto a los
errores naturales, los niños tuvieron un mejor desempeño en la copia y el dictado,
superando ligeramente a las niñas en algunas dimensiones. Sin embargo, en la escritura
espontánea, los niños mostraron mayores dificultades en la estructura y complejidad de
las composiciones.
En consecuencia, el estudio subraya la relevancia del desarrollo psicomotor para mejorar
las destrezas de escritura y propone que, al enfocar la enseñanza en áreas motoras como
la locomoción, equilibrio, coordinación de piernas, brazos y manos y conocimiento del
esquema corporal, se podría potenciar significativamente el rendimiento de los
estudiantes en las destrezas de la Escritura.
The objective of the research was to determine the influence of psychomotor development on the writing skills achieved by first-grade children in a private school in Metropolitan Lima. A correlational-causal methodology with a simple non-experimental descriptive design was used. The sample consisted of 100 Kindergarten students (2023) and 100 first-grade students (2024), who were assessed using the Psychomotor Assessment Scale for Preschoolers (EPP) and the Writing Analysis Test (TALE). The results indicated a moderate and significant negative correlation between psychomotor development and errors in the writing skills of Kindergarten and first-grade children, with a Pearson correlation coefficient of r = -0.430 (p < 0.01). This suggests that as psychomotor development increases, errors in writing skills tend to decrease. Both psychomotor development and writing skills were at a medium level of 55%. The areas that presented the greatest challenges were handwriting, where students struggled with alignment, sequencing of strokes, and linking letters. In terms of natural errors, children performed better in copying and dictation, slightly outperforming girls in some dimensions. However, in spontaneous writing, boys showed greater difficulties in the structure and complexity of compositions. Consequently, the study highlights the importance of psychomotor development in improving writing skills and proposes that by focusing teaching on motor areas such as locomotion, balance, coordination of legs, arms, hands, and body schema knowledge, students' performance in handwriting content could be significantly enhanced.
The objective of the research was to determine the influence of psychomotor development on the writing skills achieved by first-grade children in a private school in Metropolitan Lima. A correlational-causal methodology with a simple non-experimental descriptive design was used. The sample consisted of 100 Kindergarten students (2023) and 100 first-grade students (2024), who were assessed using the Psychomotor Assessment Scale for Preschoolers (EPP) and the Writing Analysis Test (TALE). The results indicated a moderate and significant negative correlation between psychomotor development and errors in the writing skills of Kindergarten and first-grade children, with a Pearson correlation coefficient of r = -0.430 (p < 0.01). This suggests that as psychomotor development increases, errors in writing skills tend to decrease. Both psychomotor development and writing skills were at a medium level of 55%. The areas that presented the greatest challenges were handwriting, where students struggled with alignment, sequencing of strokes, and linking letters. In terms of natural errors, children performed better in copying and dictation, slightly outperforming girls in some dimensions. However, in spontaneous writing, boys showed greater difficulties in the structure and complexity of compositions. Consequently, the study highlights the importance of psychomotor development in improving writing skills and proposes that by focusing teaching on motor areas such as locomotion, balance, coordination of legs, arms, hands, and body schema knowledge, students' performance in handwriting content could be significantly enhanced.
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Desarrollo infantil, Educación psicomotriz, Escritura--Enseñanza para niños
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