Caracterização de desempenho motor de pré-escolares: luxo ou necessidade para o processo de inclusão?

Abstract

Early Childhood Education is the first stage of Basic Education, and its purpose is the integral development of children, focusing on the development of aspects: cognitive, social, affective, physical and motor. The present study highlights the relevance of motor development, motor skills and consequently motor performance in preschool related to the cognitive process, in the context of inclusion. The general objective is to characterize the motor performance of children in Early Childhood Education. For this research we use the inductive method, it is descriptive and transversal type. The study consisted of a total of 240 participants from four Municipal Centers for Early Childhood Education (MCEC) of which 120 (50%) girls and 120 boys (50%). Data were collected using the test MABC-2 - Movement Assessment Battery for Children 2. The overall result shows motor performance ranging from the "Severe Motor Disorder Risk" rating to "Optimum Performance." It signals a quantitative of 87 (36.3%) preschoolers rated below-average performance for the developmental pattern. E 55 (22.9%) that fall in the category of "good performance" to "optimum performance". According to the classification, this study also presents children at risk of developing Developmental Coordination Disorder (DCD), for this profile a 2.9% percentage of children with a risk of severe motor disorder 10% with risk of a moderate motor disorder. Totaling 12.9% of children, at risk of being excluded or excluded. In view of the above, it is understood that it is necessary to carry out a motor assessment in the preschool to be able to characterize, intervene and follow the process of children's motor development, with the help of a qualified professional and thus promote inclusion.