MOTOR EDUCATION PROGRAM

Motor Education Program



Motor Education Program

Introduction

Our modern age has witnessed quick developments in all fields of life. It is the age of the information revolution, scientific advance and technological developments. This necessitates that modern societies should prepare their children comprehensively to face such challenges. In the light of recent developments in quality concepts of kindergarten programs (concordant developmental practices, concordant contextual approach and developmental power), there are four major aspects of practices: change and growth follow up, comprehensiveness and predictability. Therefore, the teacher should consider the child's age, individuality according to his/her growth pattern and character and learning pattern and family background. In addition, children learn better through self-directed activities. The teacher plays a crucial role in providing an environment rich with educational activities supporting the child's activities and talking to children during activities.

Preparing motor activities is one of the richest fields of self-development for the learner's character and learning as it provides the child with a chance to practice activities and to learn more vocabulary through practice. The interaction with the surrounding environment stems from the combination of motor and cognitive processes (Bowe, 2009). Good motion with impressive results depends on correct perception of the performer and his/her perception of the surrounding world. Developing cognitive abilities of the individual depends on motion as one of the basic pillars of this development.

Research Aims: The Current Research Aims At:

Designing a motor education program to develop sensory motor perception for kindergarten children

Identifying the effects of the recommended program on the sensory motor perception for kindergarten children

The Need for the Program

The road to a developing nation has allowed the country that most children are born equal. It has succeeded in reducing mortality and child malnutrition (less than 1%) at similar levels in developed countries (7.8 per thousand live births), professional care at birth is 99% (1), so the Most of our children are born under the same biological conditions. In 2003, constitutional reform was enacted establishing the half education compulsory and free, which the government wants to ensure that children and young people have at least 12 years of schooling. In addition, increased educational coverage for younger ages (4-5 years) to twenty thousand seats per year since 2004. Despite the advances described, indicators of quality in the educational process show us a grim reality. During the year, there was an upturn in the lowest social strata in relation to SIMCE scores, but still the gap between the poorest educational establishments in connexion paid to individuals is 65 points difference, reflecting a 28% better quality of learning in this population.

Given this reality, we should ask why, if children are born in our country the same biological conditions presented by these differences in learning abilities, Clearly something happens in the course of his "cultural history" is not allowed most of them have better learning opportunities. In these recent years, cognitive science and neuroscience, combined with contributions from the learning and developmental theories, have focused their attention on the early life of children ...