Descriptive analysis of psychomotor sessions and facilities in Pre-School.

Many authors talk the importance of correct psychomotor work on children in kindergarten, to ensure improvements in cognitive, social, affective-emotional and physical level. In Spain they coexist several facts that undermine the teaching in the field of psychomotor, such as the absence of official studies fully addressing this field of knowledge, competence and lack of adequate facilities in schools educational as well as an unfortunate recognition within the education curriculum. With the completion of this research project, it explores the psychomotor reality of work in the classroom, from the perspective of student practices Pre-School Degree. The goal is to know the main features of psychomotor sessions in duration and frequency, as well as facilities where they develop. 106 students have participated from the three universities in Galicia. The sight of these shows various shortcomings in the work done by teachers motor skills. A small number of sessions devoted to motor skills, 18% of the study population did not develop any sign in its center, and only about 8% enjoyed 3 or more sessions of psychomotor work is found. As for facilities over 30% performed psychomotor classes in unsuitable, such as dining, ordinary classroom or center aisles own spaces. It is concluded that the psychomotor work developed in schools is not satisfactory as session duration and facilities, being contrary to the thinking of students in practices that advocate a greater role for this work in Pre-School schools, given the benefits for engine development and learning observed in the scientific literature.