La danza para favorecer la coordinación motora en niños de 4 a 5 años

Abstract

The practice of dance within psychomotor development stimulates specific motor skills, including balance, coordination, and laterality. As a pedagogical strategy, it aligns with the theories of Jean Piaget, Lev Vygotsky, and Jerome Bruner, as this practice involves motor, cognitive, and social domains, fostering the development of essential skills for comprehensive growth and individual and collective learning. This research employs a qualitative and descriptive approach, aiming to determine the importance of dance in strengthening motor coordination in children aged 4 to 5 years. Information was collected from digital sources, using a systematic review sheet as a technique. Fourteen articles were analyzed through the inductive-deductive method, and the data were organized and categorized using comparative tables. The results show that dance, when implemented as a teaching strategy, significantly contributes to improving children's motor skills, including balance, spatial orientation, lateralization, and postural control. Furthermore, it fosters socio-emotional growth, creativity, and self-expression through rhythmic and expressive movements. It is concluded that dance should not be considered merely as a recreational activity, but as a valuable pedagogical tool for stimulating children's holistic growth. Finally, as a contribution of this research, a pedagogical proposal was design for 5-year-old children to promote the development of motor coordination.