Relationship between Learning and Psychomotor Skills in Early Childhood Education
Abstract
:1. Introduction
2. Materials and Methods
2.1. Design and Participants
2.2. Instruments and Variables
- Movement assessment battery for children 2 (MABC-2), in its Spanish adaptation by Ruiz and Graupera-Sanz [37], intended to collect data on the psychomotor variable. This battery, in its application for the infant stage, is composed of eight tests that assess three main aspects: manual dexterity, aiming and catching, and balance. In this version, a Cronbach’s alpha of 0.81 was obtained for the complete battery.
- -
- Manual dexterity: three tests; inserting coins into the slot of a small box (six coins for 4- and 5-year-olds and twelve coins for 6-year-olds), stringing beads (six beads for 4- and 5-year-olds and twelve beads for 6-year-olds), and drawing lines on paper with a felt-tip pen.
- -
- Aiming and catching: two tests; catching a small beanbag and throwing the sack at a target.
- -
- Balance: three tests; tiptoeing, balancing on one leg, and jumping on mats.
- Preschool learning behaviours Scale (PLBS) [38]. It consists of twenty-nine items, which are intended to measure the behavioural variable of children’s learning in terms of three parameters: their motivation for competence, their attitude towards learning, and their attention or persistence. Each section offers three possible answers, almost always, sometimes, and usually not, with the assigned values being 2, 1, and 0, respectively. Of these 29 items, numbers 1, 4, 11, 20, 25, and 28 are positively phrased, the remaining items being negative and therefore of inverted valence. Finally, the reliability analysis obtained a value of α = 0.855.
2.3. Procedure
2.4. Data Analysis
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Gender | Father’s Academic Level | Mother’s Academic Level | |||||
---|---|---|---|---|---|---|---|
Male | 50.5% (n = 48) | University Education | 73.7% (n = 70) | University Education | 85.3% (n = 81) | ||
Female | 49.5% (n = 47) | Baccalaureate | 9.5% (n = 9) | Baccalaureate | 4.2% (n = 4) | ||
Age | Secondary Education | 5.3% (n = 5) | Secondary Education | 1.1% (n = 1) | |||
4 years old | 32.6% (n = 31) | Primary Education | 1.1% (n = 1) | Primary Education | 0% (n = 0) | ||
5 years old | 34.7% (n = 33) | Vocational Education | 8.4% (n = 8) | Vocational Education | 6.3% (n = 6) | ||
6 years old | 32.6% (n = 31) | Others | 2.1% (n = 2) | Others | 3.2% (n = 3) | ||
Psychomotricity (MABC-2) | Learning (PLBS) | ||||||
Manual skills | M = 0.95 | Motivation | M = 1.67 | ||||
Aiming and trapping | M = 0.65 | Attitude | M = 1.70 | ||||
Balance | M = 0.76 | Attention/persistence | M = 1.73 |
Dimensions | Age | Mean | SD | F | Sig. |
---|---|---|---|---|---|
Manual skills | 4 years | 0.92 | 0.205 | 1.688 | 0.191 |
5 years | 0.93 | 0.211 | |||
6 years | 1.00 | 0.000 | |||
Aiming and trapping | 4 years | 0.58 | 0.318 | 2.799 | 0.066 |
5 years | 0.60 | 0.409 | |||
6 years | 0.77 | 0.311 | |||
Balance | 4 years | 0.60 | 0.264 | 19.480 | 0.000 |
5 years | 0.73 | 0.285 | |||
6 years | 0.96 | 0.100 |
Dimensions | Gender | Mean | SD | F | Sig. |
---|---|---|---|---|---|
Motivation for competence | Female | 1.76 | 0.329 | 5.621 | 0.020 |
Male | 1.58 | 0.415 | |||
Attitude towards learning | Female | 1.75 | 0.262 | 1.995 | 0.161 |
Male | 1.66 | 0.315 | |||
Attention/persistence | Female | 1.87 | 0.335 | 10.045 | 0.002 |
Male | 1.59 | 0.506 |
Dimensions | Age | Mean | SD | F | Sig. |
---|---|---|---|---|---|
Motivation for competence | 4 years | 1.74 | 0.229 | 7.623 | 0.001 |
5 years | 1.47 | 0.516 | |||
6 years | 1.80 | 0.244 | |||
Attitude towards learning | 4 years | 1.79 | 0.217 | 12.721 | 0.000 |
5 years | 1.52 | 0.326 | |||
6 years | 1.82 | 0.218 | |||
Attention/persistence | 4 years | 1.80 | 0.386 | 7.267 | 0.001 |
5 years | 1.51 | 0.542 | |||
6 years | 1.90 | 0.292 |
MS | AC | B | MOT | ATL | AP | |
---|---|---|---|---|---|---|
MS | 1 | |||||
AC | 0.143 | 1 | ||||
B | 0.347 ** | 0.435 ** | 1 | |||
MOT | 0.267 ** | 0.252 * | 0.130 | 1 | ||
ATL | 0.437 ** | 0.322 ** | 0.336 ** | 0.532 ** | 1 | |
AP | 0.377 ** | 0.309 ** | 0.290 ** | 0.801 ** | 0.731 ** | 1 |
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Alonso-Vargas, J.M.; Melguizo-Ibáñez, E.; Puertas-Molero, P.; Salvador-Pérez, F.; Ubago-Jiménez, J.L. Relationship between Learning and Psychomotor Skills in Early Childhood Education. Int. J. Environ. Res. Public Health 2022, 19, 16835. https://doi.org/10.3390/ijerph192416835
Alonso-Vargas JM, Melguizo-Ibáñez E, Puertas-Molero P, Salvador-Pérez F, Ubago-Jiménez JL. Relationship between Learning and Psychomotor Skills in Early Childhood Education. International Journal of Environmental Research and Public Health. 2022; 19(24):16835. https://doi.org/10.3390/ijerph192416835
Chicago/Turabian StyleAlonso-Vargas, José Manuel, Eduardo Melguizo-Ibáñez, Pilar Puertas-Molero, Federico Salvador-Pérez, and José Luis Ubago-Jiménez. 2022. "Relationship between Learning and Psychomotor Skills in Early Childhood Education" International Journal of Environmental Research and Public Health 19, no. 24: 16835. https://doi.org/10.3390/ijerph192416835