Flores Pedro, Coelho Eduarda, Mourão-Carvalhal Maria Isabel, Forte Pedro
Department of Sports, Higher Institute of Education and Sciences of the Douro, Penafiel, Portugal.
Department of Sports, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal.
Front Psychol. 2024 May 22;15:1332741. doi: 10.3389/fpsyg.2024.1332741. eCollection 2024.
Poor maths skills are associated with negative outcomes throughout life, such as lower academic qualifications, decreased professional success and socio-economic results. Mathematical skills emerge continuously throughout childhood and those that children acquire in pre-school are crucial for activities that support analytical thinking, problem-solving and reasoning and argumentation skills. Many of these activities are related to motor skills, since certain cognitive and motor areas of the brain are activated simultaneously when solving maths problems. Of all motor skills, visuomotor integration skills have been documented as those that are most consistently positively and significantly associated with maths performance in pre-school children. These skills are influenced by visual perception (spatial and attention skills), fine motor coordination and gross motor skills. Early intervention can improve visuomotor integration skills in pre-school children. Of all skills that make up visuomotor integration, spatial skills, in addition to being the first skills to influence numerical knowledge and the recognition of geometric shapes, are also those skills that form part of the majority of programs and activities to be worked on with pre-school children for the development of mathematical concepts. However, most intervention programs or activities to develop spatial skills are carried out in the classroom, usually through activities involving handling small objects. In this sense and given the significant association between visuomotor integration skills and gross motor skills, the main objective of this study was to list a set of activities to develop spatial skills, with a strong involvement of gross motor skills, in a classroom, playground or home context.
数学技能欠佳与一生中的负面结果相关，比如学历较低、职业成就降低以及社会经济成果不佳。数学技能在儿童时期持续发展，而儿童在学前阶段获得的技能对于支持分析思维、解决问题以及推理和论证能力的活动至关重要。其中许多活动与运动技能相关，因为在解决数学问题时，大脑的某些认知和运动区域会同时被激活。在所有运动技能中，视觉运动整合技能已被证明是与学前儿童数学表现最始终呈正相关且显著相关的技能。这些技能受视觉感知（空间和注意力技能）、精细运动协调和大运动技能的影响。早期干预可以提高学前儿童的视觉运动整合技能。在构成视觉运动整合的所有技能中，空间技能除了是影响数字知识和几何形状识别的首要技能外，也是大多数针对学前儿童开展的用于发展数学概念的课程和活动的组成部分。然而，大多数培养空间技能的干预计划或活动是在课堂上进行的，通常是通过涉及操作小物件的活动。从这个意义上讲，鉴于视觉运动整合技能与大运动技能之间存在显著关联，本研究的主要目的是列出一系列在课堂、操场或家庭环境中培养空间技能的活动，这些活动要大量涉及大运动技能。
