Estrategias lúdicas para potenciar la precisión de motricidad fina en educación inicial. Revisión sistemática
Play-based strategies to enhance fine motor precision in early childhood education: A systematic reviewBarra lateral del artículo
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Contexto: La motricidad fina en educación inicial es clave para el desarrollo físico, cognitivo, social y académico de los niños, ya que favorece habilidades como manipular objetos, dibujar, recortar y prepararse para la escritura. Objetivo: Analizar la evidencia científica disponible sobre las estrategias lúdicas aplicadas para potenciar la motricidad fina en niños de educación inicial. Metodología: Se realizó una revisión sistemática basada en el método PRISMA. Se analizaron 16 estudios publicados entre 2020 y 2025 en las bases de datos Scopus y Web of Science. Predominaron los enfoques cuantitativos, con diseños preexperimentales, cuasiexperimentales y experimentales. Resultados: Los estudios reportaron mejoras significativas en las habilidades motrices finas tras la aplicación de estrategias lúdicas. Las intervenciones incluyeron juegos tradicionales, actividades manipulativas, artísticas, constructivas y propuestas tecnológicas o integradas. Su duración varió entre dos y doce semanas. Indonesia concentró ocho estudios, evidenciando un interés regional importante. Los instrumentos utilizados fueron escalas estandarizadas, listas de observación y pruebas de desempeño motor. Conclusiones: Las estrategias lúdicas son herramientas pedagógicas efectivas para fortalecer la precisión motriz fina en niños de educación inicial. No obstante, se requieren investigaciones con diseños experimentales más robustos, instrumentos estandarizados y mayor diversidad geográfica.
Background: Fine motor skills are fundamental to children's cognitive, social, and academic development, as they facilitate essential tasks such as object manipulation, drawing, cutting, and pre-writing proficiency. Objective: This study aims to evaluate the available scientific evidence regarding play-based strategies implemented to enhance fine motor skills in early childhood education. Methodology: A systematic review was conducted adhering to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement. Sixteen studies published between 2020 and 2025 in Scopus and Web of Science were analyzed. Quantitative approaches predominated, featuring pre-experimental, quasi-experimental, and experimental designs. Results: The findings demonstrate significant improvements in fine motor skills following the application of play-based strategies. Interventions included traditional games, manipulative activities, arts and crafts, constructive play, and technology-mediated or integrated proposals. The duration of these interventions ranged from two to twelve weeks. Indonesia accounted for eight of the studies, indicating a significant regional research focus. Assessment instruments utilized across the studies included standardized scales, observation checklists, and motor performance tests. Conclusions: Play-based strategies serve as effective pedagogical tools for strengthening fine motor precision in early childhood education. However, further research is required, utilizing more robust experimental designs, standardized instruments, and broader geographic diversity to generalize the findings.
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