Importancia de la Coordinación Visomotora y su relación con la Lectoescritura en niños de 9 a 10 años del Quinto “B” de Educación Básica de la Escuela Particular “Minerva” en el período 2016-2017
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2017-09
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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El presente trabajo de sistematización tiene como objetivo caracterizar la importancia de la coordinación visomotora en su relación con la lectoescritura. Recoge la experiencia obtenida en la práctica pre profesional con los estudiantes del Quinto grado “B” de la Escuela Particular “Minerva”. Se observó, se analizó y se interpretó las dificultades que presentaron este grupo de educandos, detectándose con ayuda de sus maestros que debían mejorar su caligrafía, ortografía, dictado, lectura y comprensión lectora. Por lo que se trabajó en buscar la causa de sus problemas para poder abordar y acompañar a estos estudiantes a superar sus aprendizajes. Después de la observación se utilizó como instrumentos: entrevista a los padres, batería de test: Bender, Raven, DALE, Goodenough y CAT. Durante las evaluaciones realizadas se constató que estos discentes presentaron inmadurez visomotora; empleándose actividades para lograr su maduración visomotriz y emocional, a través de ejercicios de coordinación ojo mano en los trazos en movimientos con ayuda de juegos musicales y ejercicio motor grueso, lo que nos condujo a trabajar con ejercicios de coordinación ojo mano, se trabajó con actividades como: Grafometría, lateralidad, ejercicios con juegos de coordinación ojo mano, pie, ejercicios de extremidades, relajación, respiración, tiempo, ritmo, orientación espacial y trabajo con música en forma de juegos con un pianito y canto, Se desarrolló habilidades y destrezas en su motricidad gruesa, fina y emocional; con lo que se logró consolidar el aprendizaje de la lectoescritura. La metodología usada es cualitativa con diseño investigación acción y alcance descriptivo
The purpose of this systematization work is to characterize the importance of visual-motor coordination in its relationship with literacy. It gathers the experience obtained in pre-professional practice with the students of the fifth grade "B" of the "Minerva" Private School. It was observed, analyzed and interpreted the difficulties that this group of students presented, detecting with the help of their teachers that they had to improve their handwriting, spelling, dictation, reading and reading comprehension. So we worked to find the cause of their problems to address and accompany these students to overcome their learning. After the observation was used as instruments: interview with parents, test battery: Bender, Raven, DALE, Goodenough and CAT. During the evaluations carried out, it was found that these students presented visual-motor immaturity; using activities to achieve visomotor and emotional maturation, through hand eye coordination exercises in strokes in movements with the help of musical games and gross motor exercise, which led us to work with hand eye coordination exercises, we worked with activities such as: Grafometry, laterality, exercises with hand-eye coordination games, foot, limb exercises, relaxation, breathing, time, rhythm, spatial orientation and work with music in the form of games with a piano and singing, skills and abilities were developed in his gross, fine and emotional motor skills; with which it was possible to consolidate the learning of reading and writing. The methodology used is qualitative with design action research and descriptive scope
The purpose of this systematization work is to characterize the importance of visual-motor coordination in its relationship with literacy. It gathers the experience obtained in pre-professional practice with the students of the fifth grade "B" of the "Minerva" Private School. It was observed, analyzed and interpreted the difficulties that this group of students presented, detecting with the help of their teachers that they had to improve their handwriting, spelling, dictation, reading and reading comprehension. So we worked to find the cause of their problems to address and accompany these students to overcome their learning. After the observation was used as instruments: interview with parents, test battery: Bender, Raven, DALE, Goodenough and CAT. During the evaluations carried out, it was found that these students presented visual-motor immaturity; using activities to achieve visomotor and emotional maturation, through hand eye coordination exercises in strokes in movements with the help of musical games and gross motor exercise, which led us to work with hand eye coordination exercises, we worked with activities such as: Grafometry, laterality, exercises with hand-eye coordination games, foot, limb exercises, relaxation, breathing, time, rhythm, spatial orientation and work with music in the form of games with a piano and singing, skills and abilities were developed in his gross, fine and emotional motor skills; with which it was possible to consolidate the learning of reading and writing. The methodology used is qualitative with design action research and descriptive scope
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Visomotricidad, lecto escritura, psicomotricidad, destrezas, habilidades