Pre-school Physical Education

Skills Development

General Foundation

The course is also offered to exchange programme students.

Learning Outcomes Upon successful completion of this course, students will acquire: Knowledge - Knowledge of the basic stages of psychomotor development during early childhood and their significance for designing movement activity and play programs. - Understanding of the tools used to assess psychomotor development in order to evaluate the skill levels of preschool children and set appropriate learning objectives. - Understanding of the impact of various environmental factors (socioeconomic and educational level of the family) on the psychomotor development of children and the importance of creating an equitable learning environment. - Knowledge of the different expectations of the social environment based on the child’s gender and their consequences on the development of gross and fine motor skills. • - Understanding of the importance of psychomotor education for the development of language, social, cognitive, and motor skills, as well as for promoting health and physical fitness in preschool children. Skills - Ability to assess the psychomotor development of preschool children using appropriate evaluation tools. - Design of movement activities and play that respond to the educational needs and developmental capabilities of preschool children. • - Development and implementation of activities that contribute to improving mobility, social interaction, and cognitive development in children through play and movement. - Adaptation of movement activities according to the individual characteristics of each child and the conditions of the educational environment. Abilities - Design and implementation of psychomotor education programs for preschool children with long-term and short-term goals that align with the developmental and educational needs of the children. - Creation of a learning environment that promotes the active participation of all children and enhances the development of essential motor and social skills through physical education. - Responsiveness to the role of the physical education teacher in early childhood education, aiming at the holistic development of children regardless of social or environmental factors.

Within the scope of this course, the basic stages of psychomotor development during the preschool years and their significance for designing appropriate movement activities and play are analyzed, taking into consideration the individual needs and abilities of each child. Tools for assessing psychomotor development are presented with the aim of understanding children's skill levels and forming suitable learning objectives. Particular emphasis is placed on the impact of environmental, socioeconomic, and educational factors on children's development, as well as on social expectations related to gender, aiming to create a learning environment that promotes equality and the active participation of all children. Additionally, methods for designing and implementing short-term and long-term physical education programs, the safe use of materials and equipment, and practical techniques for adapting activities to the needs and conditions of preschool education are examined. The course aims to develop skills in assessing, designing, and implementing movement activities, while simultaneously cultivating decision-making abilities, autonomous and collaborative work, critical and creative thinking, and respect for diversity and multiculturalism, thereby contributing substantially to the preparation of future educators for their role in preschool physical education.Weekly Content and Learning Outcomes. 1st Week: Introduction to Early Childhood Education and the contribution of Physical Education to child development. Analysis of the importance of acquiring correct motor patterns during the critical preschool age. Learning Outcomes: Understanding the significance of early childhood physical education in psychomotor development (Knowledge). 2nd Week: Psychomotor education: basic principles, the role of movement in learning, concepts of body schema, space, time, and rhythm. Learning Outcomes: Development of basic knowledge related to learning through movement and psychomotor dimensions (Knowledge – Comprehension). 3rd Week: Gross and fine motor skills: development through movement programs. Learning Outcomes: Understanding the distinction and improvement of gross/fine motor skills (Knowledge – Skill). 4th Week: Exercises for perception of body schema, bilateral coordination, spatial orientation, visual and auditory perception. Learning Outcomes: Acquisition of skills for developing spatial and sensory perception (Skill). 5th Week: The role of the educator in early childhood physical education. Presentation of basic teaching methods. Icebreaker and group animation games. Learning Outcomes: Understanding of the pedagogical role and development of group organization skills (Knowledge – Skill). 6th Week: Motor games: adaptation of activities and games to the needs of preschool-aged children. Learning Outcomes: Development of skills in adapting games to different ability levels (Skill – Creativity). 7th Week: Planning of short-term and long-term goals. Daily activity schedule. Learning Outcomes: Ability to design structured programs with pedagogical coherence (Skill – Ability). 8th Week: Educational design criteria: selection of activities according to available space, intensity, duration, and objectives. Learning Outcomes: Development of critical ability in program design based on specific conditions (Skill – Analysis). 9th Week: Use of materials and equipment in preschool exercise. Improvised equipment and safe use of everyday objects. Learning Outcomes: Development of practical skills and creativity in the use of materials (Skill – Innovation). 10th Week: Assessment of psychomotor development: tools, techniques, and interpretation of results. Learning Outcomes: Acquisition of knowledge in assessing the psychomotor development of children (Knowledge – Skill). 11th Week: Impact of socioeconomic and educational factors on development. Learning Outcomes: Understanding the influence of environmental parameters and ensuring equal educational opportunities (Knowledge – Analysis). 12th Week: Gender-based expectations and consequences on motor development. Stereotypes and the role of the educator. Learning Outcomes: Development of awareness and gender-inclusive planning (Knowledge – Skill). 13th Week: Design and presentation of individualized motor activities for preschool-aged children. Learning Outcomes: Ability to implement and present a comprehensive program (Synthesis – Application).

psychomotor development, preschool education, learning mothods, play

06-07-2025