The Effect of Interventional Psychomotor Education Program in Social Behavior, in self- esteem and preschoolers’ Motor Development

Θεϊκό δώρο, 40Χ40, ελαιογραφία, Μ. Τσιβά, 2014
PDF (ελληνικά)
Published: Sep 21, 2016
DOI: https://doi.org/10.12681/hjre.10603
Keywords:
preschool age psychomotor intervention self-esteem social skills motor development game
Charilaos Konstantinos Zaragas
Assistant Professor, University of Ioannina
https://orcid.org/0000-0003-1574-3803
Abstract

The purpose of this research was to promote motor development, social behavior and self-esteem as well as the assessment of their relationship, before, during and after the application of a ten-month interventional psychomotor education program. Originally it was created and constructed the program of psychomotor intervention, which included motor activities (individual, group) with music and a strong element of enactment stories -fairy tales. Children often improvised or they were planning motor actions team-cooperatively and they performed them under the guidance and supervision of the kindergartener. The program was often applied three times a week for forty minutes and lasted from the last week of September 2014 to the first week of June 2015. The sample consisted of 44 infants (23 boys and 21 girls) aged 62 (± 4) months, which were selected from three public kindergartens of Ioannina. The children were divided into (experimental N1 = 22 and control N2 = 22 ) and two equal number groups  of equal value, as demonstrated by the results of research in the initial measurements. In the experimental group the program of psychomotor therapy was implemented while in   the control group it was applied the standard curriculum of the kindergarten. It was used the array of motor tests (MOT test 4-6), a registration list of social behavior and also a self rating scale. Descriptive statistics, analysis of variance for repeated measures, T-test checks for comparing two samples correlated and non-correlated values took place, and then a hierarchical regression analysis was made. The results showed that children liked the program of psychomotor intervention   and they had lots of fun with it. It appeared from the results that initially the two groups had no differences in all three variables, in the middle measurement (after a five-month intervention), the experimental team achieved significantly better performance than the control group. In the final measurement the experimental team significantly achieved greater performance than both the team control and its own previous measurements. The control group after ten months in the final measurement achieved a significant improvement too regarding its initial measurement but not like the experimental one. The results of the hierarchical regression analysis on the relationship of social behavior with self-esteem and motor development in both initial and middle and final measurement showed that they are linear. In conclusion, the psychomotor intervention program supports the improvement of motor performance, social behavior and self-esteem.  It is also important   that  through  such procedures of the application of measurements such  as those of  the present  research it  is carried out an  early detection of difficulties and the teacher  is able to identify the particular developmental - learning needs of each child, and then to design appropriate developmental intervention programs  for the  confronting  of  the difficulties and the appropriate support.

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Author Biography
Charilaos Konstantinos Zaragas, Assistant Professor, University of Ioannina
Επίκουρος καθηγητής στο Παιδαγωγικό Τμήμα Νηπιαγωγών του Πανεπιστημίου Ιωαννίνων με το γνωστικό αντικείμενο "Κινητική Αγωγή και Μάθηση"
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