Levels of development of body expression and motor skills, in Initial Education virtual modality

Abstract

The objective of the study focused on characterizing the levels of development of body expression and motor skills achieved through the virtual modality, in a group of children from the Víctor Murillo Soto Basic Education school, in Ecuador, at the end of the 20-2021 school year. A non-experimental, cross-sectional research was carried out, through a field study with non-probabilistic, intentional and stratified sampling made up of 32 children, their parents and a teacher. The variables education in virtual modality, body expression and motor skills were operationalized in four dimensions: perception of result, implementation strategies, perception of its impact and levels of development and a questionnaire, a structured interview and an observation guide were applied; in addition, a rating scale with three levels of development. The results showed that the parents were in favor of the face-to-face modality in relation to the achievement of motor learning objectives, to take advantage of the physical spaces in children's educational institutions and to achieve a quality education for their children; a contradiction was revealed between the teaching discourse and the real levels of development of child body language and motor skills, in correspondence with the curricular requirements of the sublevel and low levels of development in body language and motor skills, at the end of the school period, due to that only a third of the children achieve the category of acquired.