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dc.contributor.authorNielsen Rodríguez, Adriana
dc.contributor.authorRomance-Garcia, Angel Ramon 
dc.contributor.authorDobado-Castañeda, Juan Carlos
dc.contributor.authorGil-Espinosa, Francisco Javier
dc.date.accessioned2022-05-13T12:10:02Z
dc.date.available2022-05-13T12:10:02Z
dc.date.issued2022-01-09
dc.identifier.citationNielsen-Rodríguez, A.; Romance, R.; Dobado-Castañeda, J.C.; Gil-Espinosa, F.J. Evaluation of a Proposal for Movement Integration in the Teaching–Learning Process in Early Childhood Education. Children 2022, 9, 231. https://doi.org/ 10.3390/children9020231es_ES
dc.identifier.urihttps://hdl.handle.net/10630/24110
dc.description.abstractPhysical activity is essential to child development, but studies show that children are increasingly inactive. Due to schools being considered privileged environments to promote physical activity, the aim of this study was to increase the physical activity performed by early childhood education children during the school day by integrating movement into academic content and analyze this process. The amount and intensity of physical activity performed by a group of 24 3–4-year-old children in three different weeks were measured by accelerometry: one week with the methodology they had been following (week 1); and two weeks in which movement was integrated into the content through a specific proposal (week 2) and the same improved proposal (week 3). The results reveal that the application of a movement integration program not only allowed students to work on academic content in a physically active way, but also significantly increased the amount of physical activity that children performed during the school day. However, it was necessary to carry out several interventions the same day, or make movement integration the reference methodology, to meet the minimum recommended physical activity levels. In addition, to increase their effectiveness, interventions should be continually reviewed and improved to increase the motor engagement time.es_ES
dc.description.sponsorshipThis research was funded by the Universidad de Málaga (Spain) and by “Formación de Profesorado Universitario” grants from the Ministry of Education, Culture and Sport (Spain), grant number FPU17/01554. Partial funding for open access charge: Universidad de Málaga.es_ES
dc.language.isospaes_ES
dc.publisherIOAP-MPDIes_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectEducación de la primera infanciaes_ES
dc.subject.otherEarly childhood educationes_ES
dc.subject.otherPhysical activityes_ES
dc.subject.otherMovement integrationes_ES
dc.subject.otherActive methodologieses_ES
dc.subject.otherActive learninges_ES
dc.subject.otherAccelerometryes_ES
dc.titleEvaluation of a Proposal for Movement Integration in the Teaching–Learning Process in Early Childhood Educationes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.centroFacultad de Ciencias de la Educaciónes_ES
dc.identifier.doihttps://doi.org/ 10.3390/children9020231
dc.rights.ccAtribución 4.0 Internacional*


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