El movimiento y su incidencia en el desarrollo cognitivo de los estudiantes de quinto año de la Escuela Julio Enrique Fernández

Abstract

This study determines the relationship between movement and cognitive development of students in the fifth, in the classroom no body language playful games actively and frequently performed, has not been implemented through meaningful teaching methods, the learning is dull, very boring, teachers are not trained frequently, and update their knowledge, the movement is related to body language, serves to interpersonal relationships and communication with the environment is linked to the cognitive development of thought , memory and attention, is based on propositional critical paradigm, the articles of the constitution of Ecuador, the Education Act and the Code of Childhood and adolescence, bibliographic, correlational, exploratory, descriptive, with a sample of 45 students and 15 teachers who was surveyed, the results showed that if children learn to be creative, able to express themselves clearly, we must encourage critical thinking, another result determines that no activities directed expression apply children, not all teachers encourage dynamic games and exercises, there shortcomings in the planning of activities for the development of the movement through the gross and fine motor, to body language in the classroom, it's good cognitive development but trouble understanding the explanations of the subjects are presented, not memorize and retain knowledge, based on the above implementing educational guide about games and motivational for the promotion of movement and cognitive development of recreational activities is proposed students, who have a series of experiential activities for expressiveness and dynamic, playful games, that will be useful to teachers and children to the teaching-learning process. Key Words: attention, movement, cognitive