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MONOGRAFIA
DESARROLLO MOTOR DEL NIO DE 3, 4 5 AOS
ALUMNA
DELIA ESPINOZA RUESTA
ASESORA
LUCIA CEDILLO ESPINOZA
TUMBES PER
2015
SUMARIO
Pg.
CARTULA
DEDICATORIA
ii
NDICE
iii
RESUMEN EN ESPAOL
iv
ABSTRAC
INTRODUCCIN
vii
I.
II. OBJETIVOS
10
10
3.1.1. Definicin
10
3.1.2. Teoras
13
3.1.3. XXXXXXXXX
14
15
3.2.1. Definicin
15
3.2.2. Teoras
16
3.2.3. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
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17
4.1. Conclusiones
18
4.2. Sugerencias
19
REFERENCIAS BIBLIOGRFICAS
NDICE DE ANEXOS
NDICE DE CUADROS
NDICE DE GRFICOS
INDICE DE FIGURAS
20
RESUMEN
ABSTRACT
The main purpose of this proposed work is to develop a comprehensive study of Motor
Development of Children 3, 4 and 5 years, this work was done in the PRONOEI Zone "F"
human settlements located in the district of Tumbes, by observation and implementation
of test and direct study with children, throughout the month of September this year, with
the background data provided by the staff promoter previous months (April to August);
and concluded that motor development is similar in all children at this age there are not
many differences between them, the three should perform a series of motor behavior,
some children's reach before and mastered before other children the same age, but that
does not mean that a child is more advanced than other differences in the development
and control skills that few others before and after. Of course, the closer to 3 years, for
example, have less control of the march, we would say they are more awkward walk,
stopping, braking, jumping, moving, and the closer of the four years running, walking, is
an achievement that must be mastered by everyone and all the simple movements. That
is the difference between the behavior of walking near 3 years and conduct walking about
four years. Either running, or jumping or climbing, etc., is normal development, children
who have no disability, injury, or difficulty in general. Mastering these skills is what allows
them to four years from the body control and balance when startup support the weight on
one leg, stand on one leg, with one leg.
INTRODUCCIN
Desde sus comienzos, los estudios sobre la motricidad infantil se realizaron con la
intencin de conocer mejor a los sujetos y de poder establecer instrumentos para valorar,
analizar y estudiar el status motor de estos (Ruz, 1991).
A partir de los aos 30 aparecen las escalas de desarrollo, donde el componente de la
motricidad era el eje principal de la evaluacin, a partir de entonces se generan lo que
hoy se conoce como test, exmenes, bateras o pruebas con la intencin de evaluar,
entre otras, las conductas motrices de las personas.
Es prcticamente imposible desligar el desarrollo motor del conocimiento y de los
aspectos emocionales. La actividad motora, gracias a la cual el nio explora y reorganiza
el medio, es fundamental para su desarrollo. A travs de la accin el nio va a descubrir
el mundo, va a poder tener conocimiento de las cosas y de s mismo, y por tanto, podr
dar respuestas ajustadas o expresar sus necesidades.
As pues, en este tema analizaremos los sistemas o capacidades que permiten al nio
actuar: los reflejos, prensin, marcha y los movimientos que adquiera a partir de ellos.
I.
II.
OBJETIVOS
III.
MARCO TERICO
3.1.1.
3.1.1.1. Componente intrapersonal
3.1.1.3.
3.2. XXXXX
3.2.1. XXXXXX
3.2.2. XXXXXXXXXXXXXXXX
3.2.3. XXXXXXXXXXXXXXX
3.2.1.1. xxxxxxxxxxxxxxxxxxx
3.2.1.2. xxxxxxxxxxxxxxxxxxx
3.2.1.3. xxxxxxxxxxxxxxxxxxxxxxxx
3.2.1.4. xxxxxxxxxxxxxxxxxxxxxxxxxxx
IV.
4.1. Conclusiones
CONCLUSIONES Y SUGERENCIAS
4.2. Sugerencias
REFERENCIAS BIBLIOGRFICAS