INCONVENIENCES OR WEAKNESSES IN THE APPLICATION OF ACTIVITIES FOR THE

PHYSICAL DEVELOPMENT IN EARLY EDUCATION AT THE CHILDREN'S INSTITUTE

SWANS OF THE VISTA HERMOSA NEIGHBORHOOD

PROJECT DESIGN

MEMBERS:
LISET GUTIERREZ CADENA
EDILSA LIGARDO RIOS
Brenda Valencia Rico

ADVISOR:
ELISA CONDE

BACHELOR'S DEGREE IN EARLY CHILDHOOD EDUCATION IX SEMESTER

LATINOAMERICAN UNIVERSITY CORPORATION

CUL-ENTREPRENEUR
CARTAGENA MAY 2020
 OBJECTIVES

Adapt recreational and sports spaces of the children's institution Los Cisnes for development
physical education in early childhood through of ludic-pedagogical strategies that allow
develop motor skills in students.

specificObjectives

Identify the weaknesses in the implementation of activities for physical development in the
early education

To develop recreational and sports proposals, and improvement actions so that the
project beneficiaries create their own healthy lifestyle habits and
physical development.

Develop motor skills through axiological activities that allow them to

the students of the Los Cisnes Institute develop their body scheme and development
integral.
 JUSTIFICATION

Sports, games, and recreational activities greatly contribute to development.

of the vital organisms of the person. The vigorous recreation that takes place outdoors,
where physical capacity is used, it is the most notable means for maintenance of
healthy organs. For this reason, the use of sports infrastructures is conducive to
foment a sports culture. The good use of spaces for physical development is
the individual's positive attitude towards a healthy life, which allows them to transcend the limits of the
awareness and the achievement of biological, psychological, and social balance, which result in a
good health and a better quality of life is an essential factor in modern life, it is a means
to reduce aggression levels, improve physical and mental health, develop character
of people and improve their individual balance.

Our project is important for several reasons, including social ones, as the
An individual who participates in physical development activities is likely to be a citizen.
healthy, sociable, balanced, respectful, and fulfilling their civic responsibilities; in
It is likely that a person deprived of harmonious and integral development will behave
in a more negative way and develop in it behaviors and habits that are not favorable to the
established norms of citizen coexistence. It is also important to highlight family reasons.
from this project as they somewhat strengthen emotional bonds and acquire new ones
knowledge when family members are included in the activities
to develop by improving their quality of life; On the other hand, the legal reasons for which we
We based ourselves on the 115 law of 94 to carry out the project.
specifically in articles 14 and 141 and in the political constitution of Colombia in the
Articles 52, 64, 67 which address recreation as a fundamental aspect of society.

It is notorious how as technique and science facilitate human performance and this
has more free time spaces, frequently engages in low-key activities
building elements that do not contribute to their integral growth for this reason it becomes necessary
take advantage of the physical development spaces and resources of the children's institution the swans of
beautiful view neighborhood to justify to the extent that it contributes to the much-desired
integral development of our students and the human being as such. This integral development
it contemplates not only the areas of cognition, but also the psychomotor, the affective and the
volitional.
 DESCRIPTION OF THE PROBLEM

Our research work is focused on the didactics of physical education which

we will develop at the children's institution the swans where through a visit of
Observation and conversation with the teachers in the place allowed us to identify the following
problems:

there are some weaknesses in the application of activities for physical development in
initial education, which is evidenced in the materials, resources, and physical space
available for it, as they are in poor condition or the institution does not have
these, resulting in a lack of motivation on the part of the students to
carry out activities as well as possible accidents and personal injuries; also
we found a lack of culture and awareness on the part of the community for the practice of
physical activity as few sports events are held, resulting in
health problems.

Similarly, the lack of pedagogical strategies by those in charge of the groups

lead to the improper execution of activities and, therefore, the good development
The physical education of students would be affected. On the other hand, Physical Education is not taken into account

counts as a fundamental part of the curriculum, it is not carried out in a directed manner,
formal and continues, it is seen as free play. It is important to highlight this in the
physical development of children in their early childhood not only develops a proper
motor skills but also strengthen their cognitive process. We also realized that The
Parents' main concern is that the child learns to read and write.
others see the teacher as the person who takes care of their children while they work, so
they do not give physical education the importance it should have within the process of
physical development.
Another inconvenience we found is that the teachers feel obligated to carry out
classroom and table activities but not to engage in activities that involve the
body movement, as they express that the space they have is very limited,
Physical education is a time for free play, like going to the park, playing on the trampoline or riding.
in tricycles and additionally, they express that they do not have extensive knowledge on how to perform

a physical education class, therefore very little directs the activities of

gross motor skills within this area.
These identified characteristics are a clear sample that is evident in the majority of
the educational institutions of our local society in order not to extend into a clear reality
from the educational sector. For this reason, it is increasingly common to find in our schools and
schools with these particularities. Therefore, we have taken a primary interest in the approach
of possible actions that allow the use of new playful and pedagogical strategies that
they provide a closer approach to an adequate proposal for valid execution.

Without denying that the reality is not foreign to the reality of other students in the sector.
educational whether private or public in which they present and go through multiple causes
specific to their social, political, cultural, religious, economic, and of course, familial context
adding to and supporting the human development process by providing securities or
insecurities, strength or frustrations that ultimately determine the processes of
learnings that consolidates their life project from gestation and early childhood.

Finally, if the problem is not resolved, it could happen that the activities would not be carried out.
as such, they could also lead to possible accidents, personal injuries and
diseases, hindering the holistic development of children in early education.

Considering that physical education is essential in the physical development of children, it is

fundamental to carry out participatory action research that responds to the following
question:

How does physical education assist in the implementation of activities for the
physical development in early education at the children's institute Los Cisnes in the Vista neighborhood

beautiful?

THEORETICAL FRAMEWORK
The present project INCONVENIENTS OR WEAKNESSES IN THE APPLICATION OF
ACTIVITIES FOR PHYSICAL DEVELOPMENT IN INITIAL EDUCATION
CHILDREN'S INSTITUTION LOS CISNES arises from the need to invite the community
student by taking advantage of the spaces to carry out different activities related to
with physical development or physical education, healthy lifestyles, that lead them to the
participation, incorporation into recreational and sports activities, while strengthening values
humans.

We usually have a basic idea of physical education, the concept of physical education
is regarded as a broad definition that deals with the development and formation of a
basic dimension of the human being, the body and its motricity, being an area that cannot be
detach from human development and evolution.

Our project is supported by authors who contribute to its realization, among these
we have:

Parlebas (1996) Physical Education is seen not in the movement but in the subject that is
move, so that there is a meaningful organization in its actions. This implies the presence of
a motor behavior whose observable data is endowed with meaning, which is experienced by
consciously or unconsciously by the person acting. This motor behavior allows
consider, in the very development of the action, the elements of a cognitive, relational type,
affective and meaningful motor. Motor behaviors involve cognitive processes 22,
understood not as declarative knowledge but as skills and abilities,
behavioral procedures, ways of reacting, pre-act and act that develop the
adaptive competencies of the individual. It is in motor behavior, and not in exercise, where the
Physical Education must seek recognition of the individual's participation as a whole and
not like a part of him.

Camacho (2000): Physical education should strive for the construction of a new
a culture of corporeality that recognizes the body as a source of life, thought, and
movement, which requires care for oneself and a suitable environment for its execution
individual and social. Since the different motor manifestations of man are the product
of the social construction in the historical development of humanity and that these are expressed in
culturally determined movements (artistic-sports disciplines) used in
some times to raise tolerance levels among men and achieve peace,
it corresponds to physical education to capitalize on these intrinsic characteristics due to its nature
playful to create social relationship environments that allow for understanding between the
different human groups.

SUTTON SMITH says The game is one of the most representative activities of children.
preschool and school children; it is part of the indicators through which it is expressed
extraordinary potential for development. All healthy children play; in play, the
physical and mental health. Some of the authors mentioned in this project consider
that play is one of the main mechanisms of learning in childhood; where they are
allows the child to gain control over their own body and develop abilities, skills and
skills for proper development.

Legal Framework
Political Constitution of Colombia of 1991

Some articles of the Constitution that refer to physical education as an aspect

fundamental in society are:

Article 52. The practice of sports, its recreational and competitive manifestations and
indigenous peoples have the function of the integral formation of individuals, to preserve and develop
better health in humans. Sports and recreation are part of education and
they constitute social public expenditure. The right of all people to recreation is recognized,
to the practice of sports and the use of leisure time. The State will promote these
activities and will inspect, monitor, and control sports and recreational organizations
whose structure and property must be democratic.
Article 64: It is the duty of the State to promote workers' access to services.
education and recreation.

Article 67: Education will train Colombians in the practice of work and recreation.

LAW 115 OF 1994

Through which the General Law of Education is issued. It refers to the purposes of education.
among them is the promotion and preservation of health highlighting the importance
of physical education, recreation, sports, and the proper use of free time.

Article 14: establishes that the use of free time, the practice of education
Physics, recreation and sports should be mandatory in all official institutions.
private at all levels.

Article 141: "Educational institutions that provide services by levels and grades,
they will have a library, infrastructure for the development of artistic activities and
sports shoes.

The purposes of education, article 5, literal 12, highlight the importance of: 'The training for the'
promotion and preservation of health and hygiene, comprehensive prevention of problems
socially relevant, physical education, recreation, sports, and proper use
of leisure time.

CONCEPTUAL FRAMEWORK
The conceptual elements that are presented in this project are some of the
aspects that serve as a foundation to respond to the problems raised in the
children's institution the swans, these are:

SPORT: it is considered aphysical activity, exercised as a game orcompetitionwhose practice

it assumes training and adherence to rules; also, in a second, broader sense,
as recreation,hobby, pleasure, funophysical exercise, usually outdoors.

DEVELOPMENTPHYSICAL: It is the acquisition ofmotor skills, neurological and functional

to achieve a specific action imposed on theorganismand at any given moment log in
aspecializationof the same. This one can be applied to each of the systems and
devices that make up the human body.

LUDICA: it is identified with the play, which means an action that produces fun, pleasure, and joy.
every action that is identified with recreation and with a series of cultural expressions such as
the theater, dance, music, sports competitions, children's games, gambling games,
popular festivals, recreational activities, painting, narrative, poetry among others.

HEALTHY LIFESTYLE: refers to a set of behaviors or

daily attitudes that people practice to maintain their body and mind in a
appropriate way.

MOTOR SKILLS: It is understood as the level of competence of a subject in

concrete in the face of a specific task. Running, jumping, throwing are motor skills
basics because they are common to all individuals, phylogenetically they have allowed the
the survival of the human being is the foundation of later motor learning.

INTEGRAL DEVELOPMENT: it is a process in which the human being integrates the different
manifestations of their being in everything they do, coordinating the different aspects of their
person and the different areas of their life in order to establish a more personal development
integrated. Developing holistically as a human being responds to all areas of
a person in a balanced way. It encompasses the biological, educational, spiritual aspects,
cultural, ethical, residential, economic, technical, civic-community, etc.

PHYSICAL EDUCATION: refers to theteachingylearningofphysical exercises whose

the main objective is the education of and for thehealth.
STRATEGY: It is the means that allows any individual to reason and create their own
actions, the strategy is a guide where all the actions that we have are present
the objectives and goals to be achieved in the course of our life are defined.

BACKGROUND

After conducting a literature review, several studies were found regarding the
physical education in early education, considering that this topic is of vital importance
for the integral development of the child in all its dimensions.

In order to improve the research process being carried out in the children's institution
swans, a wide investigation and document review was conducted in which were found
different theses that have previously addressed the research topic of
present project and have contributed important information to it, for which they have
selected some of these related to the identified issue. To begin with, a
the local precedent taken into account for the realization of the present project was the work of
degree completed by Keiver Jair Jiménez Santoya, in the year 2018, as a requirement to obtain
the bachelor's degree in basic education with an emphasis in physical education and sports from the
Pamplona University, which is called: 'USE OF LEISURE TIME'
HOW PEDAGOGICAL STRATEGIES IN 5TH GRADE STUDENTS AT THE INSTITUTION
EDUCATIONAL SAN FRANCISCO DE ASÍS, THROUGH FROM PHYSICAL EDUCATION
RECREATION AND SPORTS and whose main objective of this research was to Develop
cultural, social, recreational and sports spaces and activities in the Educational Institution
Saint Francis of Assisi of the city of Cartagena. Through this, it was possible for the children
They will make use of their free time as pedagogical strategies, adapting to an environment like...
It's sports, recreation, dance, and theater improving their physical skills. The work of
previous research implemented flexible, dynamic, and easy-to-understand strategies
directed towards playful, recreational, and sports activities in order to improve maturation
of the body scheme and physical development of children, through practice they achieved a
change of mental attitude in children, in their performance and behavior with the environment that
surrounds it.

In conclusion, the project managed to provide action alternatives for the children.
educational institution can choose relaxing, pleasant activities in their free time
fruitful both in the classroom and in other spaces.

The second background is of a national type and relates to the submitted thesis.
by Lina Alejandra Monsalve Labrador and Lizet Andrea García Guatavita Degree work
presented as a partial requirement to obtain the degree of Bachelor in Early Childhood Education from the
University of Tolima in the year 2015; which is called PHYSICAL EDUCATION,
AS A MEANS TO STRENGTHEN PSYCHOMOTOR SKILLS IN 4-YEAR-OLD CHILDREN
FROM THE GARDEN LEVEL AT THE CHILDREN'S PARADISE HOME OF ICBF, IN THE CITY OF
IBAGUÉ and whose main objective is to strengthen psychomotricity through education.
Physics in the children of the kindergarten grade of the El Paraíso Infantil ICBF in the city of
Ibagué. Through this, it was possible to raise awareness among educational directors about the importance
of physical education and psychomotricity in the development of children, Broaden the vision of the
teachers about the importance of physical education as part of the development process
psychomotor skills in children, Create spaces with parents that
contribute to the development of psychomotricity in children and implement activities
psychomotor skills through physical education in children.

In conclusion, the research allowed for the collection of information, experiences, and formulation of
possible solutions to meet the needs of the educational community at home
infant paradise. Likewise, through the implementation of the intervention project, it
they implemented strategies that involved the entire educational community and contributed to
strengthen psychomotricity within a physical education class provided to children.
this pedagogical experience can be concluded that: The teaching directors were made aware
about the importance of physical education and psychomotricity in the development of children,
seeing the value of implementing it within the curriculum as a mandatory area. It
he exposed to the teachers how physical education contributes to psychomotor development in
boys and girls, it is essential that they are trained in this area. It was announced that
importance of physical education and creating spaces that contribute to development
psychomotricity from home through physical activity was implemented successfully
Physical education promoting the development of motor skills in children aged 4
years of kindergarten level.

Lastly, we will mention the third international precedent, the degree work that
It is called: PROBLEMS OF PHYSICAL EDUCATION AT THE LEVEL
PRESCHOOL KINDERGARTEN, "ROSAURA TORRES CASTRO" OF THE CITY OF
VILLAHERMOSA, VERACRUZ, MEXICO presented as a graduation requirement by the
student of the Veracruzana University Yeni Carvallo Ramos, whose general objective is
Promote the proper development of preschool students through activities of
physical education, in order to achieve the construction of a comprehensive learning.

Through this project, it was achieved: To promote the manifestation of motor skills starting from
from the practice of recreational activities that allow the child to integrate and interact with the
also, to stimulate in the child confidence and self-security through
activities that allow them to have control and management of their own body and achieve giving it the

sufficient importance to physical education class by trying to instill in the teachers the
need that one has to impart it.

Encourage positive attitudes in children, both individual and group, as well as the acquisition of
values.
 RESEARCH METHODOLOGY

Type of research
The type of research conducted in this project belongs to the type of research
qualitative with a propositional scope and an action research design, where it was necessary
permanent observation by the TEACHER IN TRAINING, where it was being recorded
the behavior of the students, and the scenario in which they would develop, so that
This way will help us with the interpretation and afterwards carry out an analysis.
Qualitative research involves the use and collection of a wide variety of materials
that describe the routine and the problematic situations and the meanings in the life of the
people.

To carry out this research, the following procedure has been taken into account
methodological:

Identify problem
Problem formulation
Definition of the object of study
Establishment of the aims and objectives of the study.
Design of instruments that allow the collection of information
Application of the instruments.

Research instruments

The instruments we used in the project have been:

Observations
Photography taking
Workshops

RESOURCES

Humans: Educational community, mentor teacher, trainee teacher.

Physics: Balls, ropes, nets, hoops, cones, etc.

Institutional: School, play areas, classroom

Logistics: Videos, TV, video with Edson, computer.

CONCLUSION

After hard work with the preschool children of Instituto Los Cisnes,
from the city of Cartagena, it is worth mentioning the conceptual and procedural aspects
focused on the inconveniences or weaknesses in the implementation of activities for development
physical education in early childhood, which was considered an important factor in development of
this research project allowed us to confirm the absence of directed activities that
they would favor physical development in adequate spaces, allowing us through the
pedagogical proposal to address questions that arose during the process
investigative and generate a solution to the problem raised in the present project of
positive way. The project managed to provide action alternatives for the children of the
Educational institutions can choose activities for physical development in different spaces.
pleasant but above all fruitful.

From this pedagogical experience, it can be concluded that:

The educational leaders were made aware of the importance of physical education and the
psychomotricity in the motor development of children, seeing the value of implementing it within the
curriculum as a mandatory area.

It was presented to the teachers how physical education contributes to psychomotor development.
boys and girls, it is essential that they are trained in this area.

The importance of physical education and creating appropriate spaces was made known.
contribute to developing psychomotricity through physical activity.

The development of motor skills in the children of the grade was successfully implemented.
transition of the Los Cisnes Institute in different spaces.

Finally, physical development in early childhood at the school level is seen as a

propitious research space, not only in the context of formative research,
except regarding the dimensions in which children are projected, providing
a significant support to the family support processes and their habits of
coexistence and socialization. At the same time, support is provided for various research proposals.
with similar themes and concerns as those raised in the present project.

RECOMMENDATIONS

The research process has concluded, upon analyzing the aspects that were observed during
in the practice of intervention, some recommendations that are considered can be mentioned.
efficient for the educational community of the Instituto Los Cisnes, so that from the practice
Physical education is implemented pedagogically as a means to strengthen psychomotricity.
in the boys and girls of the transition grade. The recommendations to consider in the
The educational institution Los Cisnes is as follows:

It is significant to implement physical education and give more importance to it as an area.

mandatory from a psychomotor orientation.

Make the most of existing resources to direct physical education classes.

generating enriching educational experiences that contribute to improving their development
psychomotor

It is recommended that parents participate in integration spaces in the

teaching and learning processes of their children.

Make better use of the existing recreational spaces in the institution.

That students wear the physical education uniform when carrying out the activities.
motor activities, because its use in school has its reason for being. One of the
Reasons include the ease and convenience it allows for performing the exercises.

Motivate children when carrying out the scheduled physical activities.

master.

BIBLIOGRAPHY
Political Constitution of Colombia of 1991, article 52. (1991). Retrieved from
http://www.procuraduria.gov.co/guiamp/media/file/Macroproceso%20Disciplinario/Const
Political Constitution of Colombia

Constitution politics of Colombia of 1991 article 67. (1991). From

Unable to access or translate content from the provided URL.
Political Constitution of Colombia.

The provided text is a URL. Please provide a text to translate.

final.pdf.

Political Constitution of Colombia of 1991, article 67. (1991). Retrieved from

Invalid URL provided.
Political Constitution of Colombia

Law 115 of 1994 (general education law), article 5: Purposes of education, numeral 12.
(1994). Retrieved from http://The provided text is a URL and does not contain translatable content.

Law 1355 del 2009 article 5 . (2009). Recovered of http://

www.icbf.gov.co/cargues/avance/docs/law_1355_2009.htm

Pedagogical guidelines for physical education, recreation, and sports. Bogotá: Ministry of
National Education.

UNESCO. (1978). International Charter of Physical Education and Sport. Retrieved from
Unable to access the document at the provided URL.

UNICEF. (2003). Sport for development and peace. Retrieved on December 5, 2014,
ofUnable to access the content of the provided URL.

METHODOLOGY.Unable to access external content.