Training strategy for the improvement of Physical Education in pre-school children

Abstract

Physical Education in preschool childhood is an area with potential to achieve the integrality of the educational process from the cognitive, affective and motor areas; the information gathered and the empirical evidence attest to the transformations that must be made in the work of the educators to adapt to this reality and be able to assume a new position around the Physical Education area, in addition, to focus, therefore, on the motor and affective development at the same level as the intellectual, using the expressive and creative possibilities and the experience of the body as a whole for the full formation of the child. Therefore, in order to respond to this problem, the present work is developed, for which a training strategy for educators is being designed to improve the direction of the Physical Education area. The research process is carried out on a dialectical-materialist basis and methods of the theoretical, empirical and statistical-mathematical levels are used, such as: the documentary analysis and the survey, among others. The study involved 35 educators and 10 managers working in preschool childhood in the municipality of Pinar del Río. The research allows to determine the regularities that distinguish the educational process of Physical Education, as well as the needs of educators to promote this process. The training strategy establishes the interdisciplinary nexuses to achieve the integral approach of the direction of the developing educational process of the educators and the training actions dialectically interrelated, on the base of the directed self-improvement.