Numerous authors point out the importance of psychomotor education during the early stages as a means to achieve progress in the cognitive, social, aff ective-emotional, and physical fi elds. In Venezuela, which is the focus of this study, early education teachers have to deal with the reality of lacking offi cial studies that tackle in full this fi eld of knowledge. The current job pretends to off er evidence about the benefi ts of teachers training in the psychomotor area. It describes an observation study made on two initial stages physical education teachers. The teachers conducted a training course on psychomotor circuits and were observed after this period to check the changes in their teaching practice. The study analyzes their practice from three perspectives: teacher's attitude, the management of spaces and resources in the psychomotricity room and the communication with the student. An ideographic follow-up and multidimensional design was carried out. To make the observation, an ad hoc estimation scale was created base on the instrument designed by Camps (2008). The observation was made by 9 teachers from the center during four sessions. The calculated statistics (Cronbachs alpha = 0.8 and CCI= 0.871) guarantee the observation system and the positive evolution in the teaching practice.

La investigación en acción ha tenido una gran influencia en la formación docente en las últimas décadas. El objetivo de este trabajo es mostrar los beneficios de un proceso de formación colaborativa docente, en el área de psicomotricidad, asesorada por un experto, a partir del diagnóstico de necesidades de los participantes. En un centro en Venezuela, dos profesores de educación física y diez de educación inicial, después de recibir formación, transformaron el abordaje de la psicomotricidad en su centro, diseñando y poniendo en práctica nuevas planificaciones de aula, y procedimientos de detección y derivación de niños con alto riesgo motor. La investigación en acción se inició con un diagnóstico y se desarrolló en tres ciclos que interactuaron entre sí. Para evaluar el proceso se utilizaron varias fuentes y técnicas de recogida de información cualitativas y cuantitativas. Los análisis estadísticos realizados (descriptivos y W de Kendall), permiten afirmar que la formación contribuyó a que los docentes se apoderaran de los conocimientos teóricos y consolidaran cambios significativos en su práctica pedagógica. El aprendizaje reflexivo ha sido un elemento fundamental para avanzar en el conocimiento profesional y autonomía de los docentes, y en la mejora de la educación psicomotora del centro.

This article purposes to describe intergenerational education experiences between 3 to 6 years old preschoolers and older people. Through the establishment of exchange- oriented links of appreciation and affective interrelation. These links contribute to revitalize the activity of those who have developed a long life experience, making them to feel useful, updated and less prone to suffer diseases, through the experience of intergenerational education “Grandparents’ Circle” de-veloped in the Padre Machado Educational Complex, attached to the Mayor’s Office of the Municipality of San Diego in the city of Valencia, Carabobo State, Venezuela.

The main objective of this research is the design of a training program for teachers of education physics in the institution of psychomotor circuits within the psychomotor room in the Educational Center Santa Rosa School (Venezuela) using a methodology based on participatory action research capable of handling the most elementary and obvious didactic situations determined and delimited by the actors themselves based on the implementation of the cycle model—reflection-practice-observation-execution—which transforms the teachers in protagonist and integrates the figure of the educational advisor in the process of formation. The results show the change from a poorly supported pedagogical practice to an enriched one where the creation of a method of systematization of information stands out, which made his work more effective due to the creation of a series of formats for evaluation and observation relevant to the population and its performance.

This article is the result of the convergence of three scientific visions, didactics, teacher training, and psychomotricity after analyzing the outcomes of the Participatory Action Research (PAR) carried out in the state of Carabobo-Venezuela, by using a sample formed by 12 teachers who designed 16 fine psychomotricity activities for various levels of early childhood education after being trained on this particular area. The design of these activities includes cognitive, sensory, and motor aspects, as well as the usage of stimulating and sensitive materials. Also, it attends children's needs taking into consideration the syllabus and projects of each classroom. Teacher training not only provides learning to the teacher but also provides a sense of reflection and empathy with the global processes that favor the integral development of children being the didactic of training the trainers fundamental axis to be transmitted and evidenced in the present work. The 16 activities were validated through the expert judgment technique Cabero (2013). The experts specialized in the early childhood education field have different performance profiles and years of experience. The reliability of expert judgment was determined by the degree of agreement between them applying the Kendall rank correlation coefficient. Resumen: Este artículo es el resultado de la convergencia de tres visiones científicas, didáctica, formación docente y psicomotricidad tras analizar los resultados de una Investigación Acción Participativa (IAP) realizada en el estado Carabobo-Venezuela, a través de una muestra de 12 docentes. Se diseñaron 16 actividades de psicomotricidad fina para varios niveles de educación infantil después de recibir capacitación en esta área, en particular. El diseño de estas actividades incluye aspectos cognitivos, sensoriales y motores, así como el uso de materiales estimulantes y sensibles. Además, atiende las necesidades de los niños teniendo en cuenta el programa y los proyectos de cada aula. La formación docente no solo brinda aprendizajes al docente sino que también brinda un sentido de reflexión y empatía con los procesos globales que favorecen el desarrollo integral de los niños, siendo la didáctica de la formación de los docentes un eje fundamental a transmitir y evidenciar en el presente trabajo. Las 16 actividades fueron validadas mediante la técnica de juicio de expertos. Los expertos especializados en el campo de la educación infantil tienen diferentes perfiles de desempeño y años de experiencia. La confiabilidad del juicio de expertos se determinó por el grado de acuerdo entre ellos, aplicando el coeficiente de correlación de rango de Kendall.