Perceptions of future teachers on motricity in early childhood education: An exploratory study with last-year students

Abstract

Conscious of the role of motor function in the integral development of individuals, motricity is presented as a topic of undoubted relevance within schools. Previous studies analyse the importance of motricity in early childhood schools from a point of view of the teachers, but we consider relevant to know the viewpoint of the future teachers in order to enhance the training of college students. The present exploratory study is of a descriptive cross-sectional type with a quantitative approach, using a survey intended to assess the perceptions of students in Early Childhood Education Teacher in relation to the situation of motor practice in the classrooms. Specifically, aspects related to their perception towards their initial training on motricity are addressed. A sample of 36 students enrolled in the subject of Corporal Education and Motricity from the 4th Grade in Early Chilhood Education Teacher at the Faculty of Teacher Training of the University of Extremadura (Cáceres) was selected. All of them were women, aged between 21 and 25 years. To measure students’ perceptions, we used the Questionnaire for the Analisys of Motricity in Early Chilhood Education (Moreno, et al., 2004). Results allow us to conclude that students perceive that it is important to work motricity in the classrooms, but most of them indicate that work put into it is not enough. Furthermore, it was observed that the competence on motor practice in future teachers presents some shortcomings. In view of the results, in higher education, it seems interesting to guide teaching and learning strategies towards enhancing the training of college students.