Coordenação motora de crianças do ensino infantil com e sem aulas de educação física

Abstract

The Physical Education teacher in Early Childhood Education is not limited to teaching motor skills, but also strives to promote the physical, cognitive, social and emotional development of children. Their presence is necessary to ensure a solid foundation for the growth and learning of students in this age group. The objective of this study was to analyze the motor coordination of children in early childhood education with and without physical education classes. The sample consisted of 20 5-year-old children, of both sexes, duly enrolled in schools in the city of Parintins, 10 with a physical education teacher and 10 without. The assessment instrument used was the Movement Assessment Battery for Children - 2nd Edition (MABC-2), which contains eight motor assessment tests. The study investigated a diverse sample of children who had different socioeconomic characteristics. Based on these findings, it can be inferred that the role of the Physical Education teacher in Early Childhood Education is extremely important for improving children's motor development. It is important to highlight that the main limitation of this study was the absence of Physical Education teachers in a school located in a rural area. Therefore, the relevance of Physical Education teachers in Early Childhood Education institutions for the physical, motor, cognitive and emotional development of students should be highlighted. It is recommended to implement educational policies that guarantee their presence, as well as to carry out future studies with more comprehensive samples, considering several influencing factors. Furthermore, an analysis of the pedagogical strategies adopted and a longitudinal monitoring of motor development are suggested, in order to obtain a more in-depth understanding of the situation.