Estimulación sensorial en el desarrollo psicomotriz en niños de 3 años
Sensory stimulation in psychomotor development in 3-year-old childrenBarra lateral del artículo
Contenido principal del artículo
Contexto: la estimulación sensorial es fundamental en el desarrollo integral durante los primeros años de vida, pues ayuda a los niños a adquirir habilidades motoras, cognitivas y socio-afectivas que son esenciales para su aprendizaje. Objetivo: determinar la relación entre la estimulación sensorial y el desarrollo psicomotriz en niños de tres años de una institución educativa de nivel inicial en Perú. Metodología: Se adoptó un diseño no experimental de corte transversal con enfoque cuantitativo. La muestra estuvo conformada por 71 niños de entre 36 y 47 meses. Se aplicaron dos guías de observación, una para evaluar estimulación sensorial en cinco dimensiones (gusto, olfato, tacto, audición y vista), y otra para medir desarrollo psicomotriz en tres dimensiones (motora, cognitiva y socio-afectiva). Resultados: se obtuvo que el 53.52% de los participantes presentó un nivel medio de estimulación sensorial y el 59.15% tuvo éxito en el proceso de desarrollo psicomotriz. El análisis correlacional de Spearman reflejó una fuerte relación positiva entre ambas variables (rho = .742, p <.001). Las dimensiones táctil y visual mostraron las proporciones más altas en el nivel alto (33.80%) y la cognitiva destacó con el mejor desempeño (36.62% en éxito esperado). Conclusión: la estimulación sensorial está relacionada de manera significativa con el desarrollo psicomotriz en niños de tres años, lo que respalda la necesidad de implementar programas de estimulación en entornos educativos iniciales.
Background: Sensory stimulation is fundamental to holistic development during the first years of life, as it helps children acquire motor, cognitive, and socio-affective skills that are essential for their learning. Objective: To determine the relationship between sensory stimulation and psychomotor development in three-year-old children at an early childhood education institution in Peru. Methodology: A non-experimental, cross-sectional design with a quantitative approach was adopted. The sample consisted of 71 children between 36 and 47 months of age. Two observation guides were used: one to evaluate sensory stimulation in five dimensions (taste, smell, touch, hearing, and sight), and another to measure psychomotor development in three dimensions (motor, cognitive, and socio-affective). Results: 53.52% of the participants presented a medium level of sensory stimulation, and 59.15% showed success in the psychomotor development process. Spearman's correlation analysis revealed a strong positive relationship between the two variables (rho = .742, p < .001). The tactile and visual dimensions showed the highest proportions at the high level (33.80%), while the cognitive dimension stood out with the best performance (36.62% in expected success). Conclusion: Sensory stimulation is significantly related to psychomotor development in three-year-old children, supporting the need to implement stimulation programs in early childhood education settings.
Descargas
Detalles del artículo
Alonso, J. M; Melguizo, E; Puertas, P; Salvador, F; Ubago, J. L. (2022). Relationship between Learning and Psychomotor Skills in Early Childhood Education. International Journal of Environmental Research and Public Health, 19(24), 16835. https://doi.org/10.3390/ijerph192416835
Alotaibi, H. M;Alduais, A; Qasem, F; Alasmari, M. (2025). Sensory Processing Measure and Sensory Integration Theory: A Scientometric and Narrative Synthesis. Behavioral Sciences, 15(3), 395. https://doi.org/10.3390/bs15030395
Amorim, N; Marques, A; Santos, S. (2024). Beyond the Classroom: Investigating the Relationship between Psychomotor Development and Academic Achievement in 4–12- Year-Olds. Children, 11(8), 973. https://doi.org/10.3390/children11080973
Arabiat, D; Al Jabery, M; Robinson, S; Whitehead, L; Mörelius, E. (2023). Interactive technology use and child development: A systematic review. Child: Care, Health and Development, 49(4), 679-715. https://doi.org/10.1111/cch.13082
Arantes, L. (2026). Warning signs for identifying neurodevelopmental disorders: A systematic literature review. Jornal de Pediatria, 102, 101478. https://doi.org/10.1016/j.jped.2025.101478
Balikci, A; May, T. A; Balikci, A. F. A; Tarakci, E; Dogan, Z. I; Ilbay, G. (2023). Evaluation of Ayres Sensory Integration® Intervention on Sensory Processing and Motor Function in a Child with Rubinstein-Taybi Syndrome: A Case Report. Clinical Medicine Insights: Case Reports, 16, 11795476221148866. https://doi.org/10.1177/11795476221148866
Bánki, A; Brzozowska, A; Hoehl, S; Köster, M. (2022). Neural Entrainment vs. Stimulus- Tracking: A Conceptual Challenge for Rhythmic Perceptual Stimulation in Developmental Neuroscience. Frontiers in Psychology, 13, 878984. https://doi.org/10.3389/fpsyg.2022.878984
Cedeño, M. A; Reyes, O. B. (2022). Psychomotor Development and Motor Skills in Learning in Children From 1 to 3 Years Old. International Research Journal of Management, IT and Social Sciences, 9(4), 560-568. https://doi.org/10.21744/irjmis.v9n4.2123
Chu, V. W. T; Dusing, S. C. (2022). Development and pilot testing of an early childhood somatosensory assessment: Somatosensory test of reaching. Developmental Psychobiology, 64(8), e22334. https://doi.org/10.1002/dev.22334
de Figueiredo, N; de Sousa, F. S; de Oliveira, B; da Silva, R. C; Oliveira, H. L; de Lima, C. D; Pereira, S. A. (2025). Family perceptions of prematurity, neurodevelopment, and early intervention: A qualitative study. BMC Pediatrics, 25(1), 540. https://doi.org/10.1186/s12887-025-05794-3
DiCarlo, C. F; Ota, C. (2025). Sustained Attention in Three-Year-Old Children: The Impact of Teaching Conditions and Choice. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-01985-w
Duque, M; Gomes, T. T; Silva, A. C; Cairney, J; Lopes, J; Tudella, E. (2025). Characteristics of sensory processing changes in children with developmental coordination disorder: A systematic review. Research in Developmental Disabilities, 157, 104917. https://doi.org/10.1016/j.ridd.2025.104917
Embarek, M; Güeita, J; Molina, F. (2022). Multisensory stimulation to promote feeding and psychomotor development in preterm infants: A systematic review. Pediatrics & Neonatology, 63(5), 452-461. https://doi.org/10.1016/j.pedneo.2022.07.001
Esenarro, D; Ccalla, J; Raymundo, V; Castañeda, L; Davila, S. (2023). Neurostimulating Architecture Applied in the Design of Educational Centers and Early Cognitive Development in the District of Villa El Salvador, Lima. Buildings, 13(12), 3034. https://doi.org/10.3390/buildings13123034
Fu, T; Zhang, D; Wang, W; Geng, H; Lv, Y; Shen, R; Bu, T. (2022). Functional Training Focused on Motor Development Enhances Gross Motor, Physical Fitness, and Sensory Integration in 5–6-Year-Old Healthy Chinese Children. Frontiers in Pediatrics, 10, 936799. https://doi.org/10.3389/fped.2022.936799
Guo, X; Li, C; Zhang, Z; Silva, A. F; Clemente, F. M. (2024). Can motor competence be influenced by the type of training interventions preschool children are exposed to? A randomized experimental study comparing sports games and psychomotricity activities. Frontiers in Psychology, 15, 1476297. https://doi.org/10.3389/fpsyg.2024.1476297
Kılıç, M; Koçak, Ş. (2023). Examination of psycho-motor development of children who were 6–36 months in the COVID-19 stay-at-home period. Scientific Reports, 13(1), 20801. https://doi.org/10.1038/s41598-023-47865-4
Kucirkova, N. (2024). The explanatory power of sensory reading for early childhood research: The role of hidden senses. Contemporary Issues in Early Childhood, 25(1), 93-109. https://doi.org/10.1177/14639491221116915
Li, X; Guo, J; Liu, M; Yan, W; Gao, Z; Wang, R; Liang, S; Zou, N. (2025). Sensory Tree: A Tangible user interface for enhancing children’s sensory integration through tactile intervention. Human–Computer Interaction, 1-29. https://doi.org/10.1080/07370024.2025.2586818
Lo, H. C; Wang, T. H. (2024). A Study on the Design of Embedded Visual Image Teaching Aids to Assist Young Children’s Cognitive and Fine Motor Development. Journal of Intelligence, 12(10), 102. https://doi.org/10.3390/jintelligence12100102
Lucas, C. C; da Silva, A. P; da Silva, L; Beaudry, I. (2024). Assessment of Sensory Integration in Early Childhood: A Systematic Review to Identify Tools Compatible with Family-Centred Approach and Daily Routines. Journal of Occupational Therapy, Schools, & Early Intervention, 17(3), 419-465. https://doi.org/10.1080/19411243.2023.2203418
Miyake, T; Yamamoto, M; Sakurai, K; Eguchi, A; Yoshida, M; Mori, C. (2022). Neurological development in 36-month-old children conceived via assisted reproductive technology: The Japan Environment and Children’s Study. Reproductive Medicine and Biology, 21(1), e12457. https://doi.org/10.1002/rmb2.12457
Rojo, J; González, M. J; Gómez, S; Carlos, J; Acevedo, Á; Adsuar, J. C. (2022). Psychomotor Skills Activities in the Classroom from an Early Childhood Education Teachers’ Perspective. Children, 9(8), 1214. https://doi.org/10.3390/children9081214
Saracho, O. N. (2023). Theories of Child Development and Their Impact on Early Childhood Education and Care. Early Childhood Education Journal, 51(1), 15-30. https://doi.org/10.1007/s10643-021-01271-5
Savarese, G; Mandia, R; Diavoletto, A; Piscitelli, M; Impemba, F; Di Siervi, A; Carpinelli, L; Bottiglieri, F; Sessa, M; Corrivetti, G. (2025). Preliminary Results of Sensorimotor Room Training for the Improvement of Sensory and Motor Skills in Children with Autism Spectrum Disorders. Pediatric Reports, 17(1), 4. https://doi.org/10.3390/pediatric17010004
Tamblyn, A; Sun, Y; North, A; Godsman, N; Boothby, C; Skouteris, H; Blewitt, C. (2024).
Educators’ perspectives on the role the early childhood education and care environment plays in supporting children’s social and emotional development. Australasian Journal of Early Childhood, 49(2), 140-154. https://doi.org/10.1177/18369391231221560
Wang, X; Zhou, B. (2024). Motor development-focused exercise training enhances gross motor skills more effectively than ordinary physical activity in healthy preschool children: An updated meta-analysis. Frontiers in Public Health, 12, 1414152. https://doi.org/10.3389/fpubh.2024.1414152
Yildiz, R; Yildiz, A; Zorlular, R; Elbasan, B. (2024). Relationship between sensory processing skills and motor skills in 12-month-old infants. Brain and Behavior, 14(9), e70052. https://doi.org/10.1002/brb3.70052
Zhang, K; Zhang, W; Ding, W; Cao, S. (2025). Effect of functional badminton games on basic motor skills and sensory integration in 5–6-year-old preschool children: A randomised controlled trial. PLOS ONE, 20(11), e0335928. https://doi.org/10.1371/journal.pone.0335928
Zhou, Z; Zhou, Y; Shen, H. (2025). Comparing gross motor performance, physical fitness between young children with and without sensory integration dysfunction. Journal of Exercise Science & Fitness, 23(4), 349-360. https://doi.org/10.1016/j.jesf.2025.06.005