Interação entre o desenvolvimento motor e o desenvolvimento cognitivo: impacto de um programa de intervenção psicomotor no desenvolvimento intelectual e competências matemáticas em crianças com dificuldades de aprendizagem do 1º Ciclo do Ensino Básico
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2015-11-27
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Ao longo do seu percurso académico, os alunos encontram muitas dificuldades, que muitas das vezes se traduzem em retenções. Com a entrada para a escola começam a verificar-se os primeiros sinais de insucesso traduzindo e acentuando as dificuldades na aprendizagem (DA), que muito têm preocupado a comunidade em geral, não só pela dificuldade em encontrar uma definição consensual, mas também porque a ausência desta, torna difícil operacionalizar estratégias capazes de dar resposta às dificuldades enfrentadas pelas crianças com DA.
Muitos estudos apontam e relacionam as DA com um baixo desempenho motor ou com problemas de coordenação, salientando a relação entre o desenvolvimento motor e o cognitivo. Com base na relação encontrada entre desenvolvimento motor e desenvolvimento cognitivo, alguns estudos têm vindo a implementar programas de ensino e de aprendizagem bem-sucedidos, utilizando o movimento de forma a minorarem o insucesso escolar na aprendizagem da matemática, da escrita e leitura.
Apesar do crescente número de estudos realizados no âmbito da associação entre o desenvolvimento motor e o cognitivo, são escassos os que utilizaram programas de intervenção nos seus desenhos experimentais.
Face ao exposto, o objetivo do presente estudo foi verificar o impacto de um programa psicomotor, centrado no corpo/movimento no desenvolvimento intelectual e na avaliação em matemática em crianças sinalizadas com DA.
Esta investigação está organizada em 3 estudos. O primeiro estudo teve como objetivo verificar o efeito da idade e do género no perfil psicomotor e no desenvolvimento intelectual. Contemplou uma amostra de 65 crianças (6-10 anos) sinalizadas com DA às quais foi aplicada a bateria psicomotora (BPM) de Fonseca para avaliar o perfil psicomotor e as Matrizes Progressivas Coloridas de Raven (MPCR) para avaliar o desenvolvimento intelectual. Os resultados da MANOVA demonstram não haver um efeito significativo do género no desenvolvimento intelectual (p=0.085), nem no perfil psicomotor (p=0.809). Relativamente à idade, o efeito foi significativo quer no perfil psicomotor, quer no desenvolvimento intelectual (p =0.00; p = 0.037, respetivamente).
O estudo 2 teve como objetivo verificar quais as variáveis preditoras do desenvolvimento intelectual de crianças sinalizadas com DA, tendo por base a mesma amostra e os mesmos instrumentos. Os resultados da regressão linear evidenciam que 27,4% da variância do desenvolvimento intelectual é explicada pela Estruturação Espácio-temporal (β =.281, p=.005) e Praxia Fina (β=.412, p=.005) evidenciando uma associação entre a componente motora e cognitiva.
O estudo 3 teve como objetivo verificar o impacto de um programa de intervenção psicomotora (com a duração de 8 meses), centrado no corpo/movimento no desenvolvimento intelectual e nas competências matemáticas de crianças sinalizadas com DA. A amostra integrou 60 crianças que foram divididas em dois grupos (n=26 grupo experimental, n=34 grupo de controlo) às quais foi aplicado um pré-teste e um pós-teste, tendo o grupo experimental sido sujeito a uma intervenção psicomotora. As competências matemáticas foram avaliadas através da avaliação realizada pelos professores na escola. Os resultados do t teste de medidas emparelhadas registaram melhorias estatisticamente significativas no desenvolvimento intelectual (p=0.033) e na avaliação de matemática (p=0.001, teste de Wilcoxon), quando comparados os resultados do pré e do pós-teste, apenas no grupo experimental.
Como conclusões do nosso estudo, podemos referir que o perfil psicomotor e o desenvolvimento intelectual apresentam uma melhoria com a idade, em ambos os géneros, sendo as variáveis motoras as que apresentaram maior valor preditivo do desenvolvimento intelectual. O programa de intervenção psicomotor baseado no corpo/movimento teve impacto no desenvolvimento intelectual e nas competências matemáticas das crianças sinalizadas com DA. Estes resultados ressalvam a importância do corpo/movimento como uma abordagem inovadora no ensino-aprendizagem da matemática, de forma a minorar o elevado insucesso escolar, registado pelas crianças do 1.º CEB, em Portugal.
Throughout their academic career, students encounter many difficulties, which often translate into retentions. At the beginning of the school year, we start seeing the first signs of failure translating and accentuating into learning disabilities (LD), which have greatly concerned the community at large, not only by the difficulty in finding an agreed definition, but also because it makes it difficult to operationalize strategies that respond to the difficulties faced by children with LD. Many studies refer to the LD underperforming motor or coordination problems, emphasizing the relationship between motor development and cognitive. Based on the relationship found between motor development and cognitive development, few studies have been implementing successful teaching and learning programs, using the movement in order to decrease school failure in learning mathematics, writing and reading. Despite the growing number of studies conducted under the association between motor and cognitive development, few intervention programs have been used in their experimental designs. Given the above, the aim of this study was to investigate the impact of a psychomotor program focused on the body / movement in the intellectual development and in the assessment of the learning of mathematics in children identified with LD. This research is organized in 3 studies. The first study aimed to verify the effect of age and gender profile in the psychomotor and intellectual development. It included a sample of 65 children (6-10 years) identified with LD to whom the Fonseca’s Psychomotor Battery (BPM) was applied in order to assess the psychomotor profile and the Raven's Coloured Progressive Matrices (MPCR) to assess intellectual development. The results of the MANOVA demonstrated no significant effect of gender on intellectual development (p = 0.085) or psychomotor profile (p = 0.809). With regard to age, it had a significant effect on psychomotor profile, as well as in intellectual development (p = 0.00; p = 0.037, respectively). Study 2 aimed to determine which variables are predictive of intellectual development of children identified with LD, based on the same sample and the same instrument. The results of the regression show that 27.4% of the variance in intellectual development is explained by Time space structuring (β =.281, p=.005) and Fine Praxis (β = .281, p = .005) indicating an association between motor and cognitive component. Study 3 aimed to determine the impact of a program of psychomotor intervention (lasting 8 months), centered on the body / movement in intellectual development and mathematical skills of children identified with LD. The sample incorporated 60 children who were divided into two groups (n = 26 experimental group, n=34 control group) for which a pre-test and a post-test was applied, whereas the experimental group was subject to a psychomotor intervention. The mathematical skills were assessed by teachers at school. The results of the paired t test measures showed statistically significant improvements in intellectual development (p = 0.033) and in the mathematics assessment (p = 0.001, Wilcoxon test) when comparing the results of preoperative and post-test, only in the experimental group. As conclusions of our study, we show that the psychomotor profile and the intellectual development have improved with age in both genders, with the motor variables having the highest predictive value of intellectual development. The psychomotor intervention program based on body / movement had an impact on intellectual development and mathematical skills of children identified with LD. These results confirm the importance of body / movement as an innovative approach to teaching and learning of mathematics in order to reduce the high failure rates of 1. º CEB children in Portugal.
Throughout their academic career, students encounter many difficulties, which often translate into retentions. At the beginning of the school year, we start seeing the first signs of failure translating and accentuating into learning disabilities (LD), which have greatly concerned the community at large, not only by the difficulty in finding an agreed definition, but also because it makes it difficult to operationalize strategies that respond to the difficulties faced by children with LD. Many studies refer to the LD underperforming motor or coordination problems, emphasizing the relationship between motor development and cognitive. Based on the relationship found between motor development and cognitive development, few studies have been implementing successful teaching and learning programs, using the movement in order to decrease school failure in learning mathematics, writing and reading. Despite the growing number of studies conducted under the association between motor and cognitive development, few intervention programs have been used in their experimental designs. Given the above, the aim of this study was to investigate the impact of a psychomotor program focused on the body / movement in the intellectual development and in the assessment of the learning of mathematics in children identified with LD. This research is organized in 3 studies. The first study aimed to verify the effect of age and gender profile in the psychomotor and intellectual development. It included a sample of 65 children (6-10 years) identified with LD to whom the Fonseca’s Psychomotor Battery (BPM) was applied in order to assess the psychomotor profile and the Raven's Coloured Progressive Matrices (MPCR) to assess intellectual development. The results of the MANOVA demonstrated no significant effect of gender on intellectual development (p = 0.085) or psychomotor profile (p = 0.809). With regard to age, it had a significant effect on psychomotor profile, as well as in intellectual development (p = 0.00; p = 0.037, respectively). Study 2 aimed to determine which variables are predictive of intellectual development of children identified with LD, based on the same sample and the same instrument. The results of the regression show that 27.4% of the variance in intellectual development is explained by Time space structuring (β =.281, p=.005) and Fine Praxis (β = .281, p = .005) indicating an association between motor and cognitive component. Study 3 aimed to determine the impact of a program of psychomotor intervention (lasting 8 months), centered on the body / movement in intellectual development and mathematical skills of children identified with LD. The sample incorporated 60 children who were divided into two groups (n = 26 experimental group, n=34 control group) for which a pre-test and a post-test was applied, whereas the experimental group was subject to a psychomotor intervention. The mathematical skills were assessed by teachers at school. The results of the paired t test measures showed statistically significant improvements in intellectual development (p = 0.033) and in the mathematics assessment (p = 0.001, Wilcoxon test) when comparing the results of preoperative and post-test, only in the experimental group. As conclusions of our study, we show that the psychomotor profile and the intellectual development have improved with age in both genders, with the motor variables having the highest predictive value of intellectual development. The psychomotor intervention program based on body / movement had an impact on intellectual development and mathematical skills of children identified with LD. These results confirm the importance of body / movement as an innovative approach to teaching and learning of mathematics in order to reduce the high failure rates of 1. º CEB children in Portugal.
Descrição
Dissertação de Mestrado em Educação Física, Especialização em Desenvolvimento da Criança
Palavras-chave
Dificuldades de aprendizagem , Crianças , Desenvolvimento intelectual , Matemática , Perfil psicomotor