The effects of curricular pedagogical programs that apply motor games on the development of executive functions in preschool: A systematic review.
Main Article Content
Keywords
Executive functions, Preschool, Motor play, Development
Abstract
The purpose of this systematic review is to describe the effects of curricular pedagogical programs that apply motor games in the development of executive functions during the preschool stage, since motor games have been proclaimed as a driver for cognitive and executive development, taking more importance in infantile ages, however, there are still gaps on the effectiveness of explanatory research on this activity in reference to the biological processes of neuromaturation and its impact on learning processes during the preschool stage in educational institutions, The eligible studies were peer-reviewed publications in English, Portuguese and Spanish that sampled a population of children with an average age between 3 and 7 years old and focused on developing and assessing an executive function. The reporting items followed the review guide (PRISMA), to finally select nine investigations that met the inclusion criteria. As a result, it can be affirmed that motor play and EF are closely correlated, having a significant impact on working memory, cognitive flexibility, inhibitory control and planning, and that these transcend in behaviors and behavior in educational, social, emotional and mainly cognitive contexts. In addition, the findings show the need to implement study plans based on motor play as a means of teaching-learning in preschool stages, since it presents greater benefit in the processes of neuroplasticity and learning.
References
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Barkley, R. A. (2011). ¿Es el funcionamiento ejecutivo deficiente en el TDAH? Depende de sus definiciones y sus medidas. The ADHD Report, 19(4), 1-9. doi:https://doi.org/10.1521/ adhd.2011.19.4.1
Bartholomew, J., Jowers, E., Errisuriz, V., Vaughn, S., & Roberts, G. (2017). A Cluster randomized control trial to assess the impact of active learning on child activity, attention control, and academic outcomes: The Texas I-CAN trial. Randomized Controlled Trial, 61, 81-86. doi:https://doi.org/10.1016/j. cct.2017.07.023
Bausela Herreras, E. (2014). Funciones ejecutivas: nociones del desarrollo desde una perspectiva neuropsicológica. Acción Psicológica, 11(1), 21-34. Obtenido de https://scielo.isciii.es/scielo. php?script=sci_arttext&pid=S1578- 908X2014000100003
Betancourt, M., Bernate, J., Fonseca, I., & Rodriguez, L. (2020). Revisión documental de estrategias pedagógicas utilizadas en el área de la educación física, para fortalecer las competencias ciudadanas. Retos, 38(38), 845-851. doi:https://doi.org/10.47197/retos. v38i38.74918
Blair, C., & Raver, C. (2015). School Readiness and Self-Regulation: A Developmental Psychobiological Approach. Department of Applied Psychology, 66(1), 711-731. doi:https://doi.org/10.1146/annurevpsych-010814-015221
Braidot, N. (2015). Mejora tu agilidad mental. Barcelona: Centro libros PAPF.
Bueno i Torres, D. (2019). Neurociencia aplicada a la Educación. Madrid: SINTESIS.
Cameron, C., Murrah, W., Grissmer, D., Brock , L., Bell, L., & Morrison, F. (2012). Fine Motor Skills and Executive Function Both Contrubute to Kindergarten Achievement. Child Development, 83(4), 1129-1244. doi:10.1111/j.1467- 8624.2012.01768.x
Chin Chou, C., Chou Chen, K., Yao Huang, M., & Yu Tu, H. (2020). Can Movement Games Enhance Executive Function in Overweight Children? A Randomized Controlled Trial. Journal of Teaching in Physical Education, 39(4), 527-535. doi:https://doi.org/10.1123/jtpe.2019- 0165
Coelho, L., Amatto, A., Gonzalez, C., & Gibb, R. (2020). Building executive function in pre-school children through play: a curriculum. International Journal of Play, 9(11), 128-142. doi:10.1080/21594937. 2020.1720127
Delgado Sotelo, A., & Lopez Imbacuan, E. (2013). El juego como generador de aprendizaje. Revista Criterios, 20(1), 203-218. Obtenido de http://editorial. umariana.edu.co/revistas/index.php/ Criterios/article/view/1863
Diamond, A., & Ling , D. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience, 18, 34-48. doi:http://dx.doi.org/10.1016/j. dcn.2015.11.005
Diaz, A. e. (1993). Desarrollo Curricular para la formación de maestros especialistas en Educación Física. Editorial Gymnos.
Duncan, R., & Donato, T. (2003). Play as the Leading Activity of the Preschool Period: Insights from Vygostsky, Leont’ev, and Bakhtin. Early Education and Development, 14(3), 271-292. doi:10.1207/s15566935eed1403_2
García Fernández, D., Chanez Valenzuela, M., Cruz Chávez, C., Gueda Delgado, J., Velázquez Saucedo, G., & Zubiair González, M. (01 de 2018). Impacto de un programa de actividad motriz con funciones ejecutivas para el fortalecimiento del desarrollo integral del niño. Scientific Technical Journal of School Sport, 4(1), 37-58. Obtenido de https://dialnet.unirioja.es/metricas/ documentos/ARTREV/6262917
Goh, T. L., Hannon, J., Webster, C., & Podlog, L. (2017). Classroom teachers’ experiences implementing a movement integration program: Barriers, facilitators, and continuance. Teaching and Teacher Education, 66, 88-95. doi:https://doi. org/10.1016/j.tate.2017.04.003
Gonzáles Osornio, M. (2014). Desarrollo Neuropsicológico de las Funciones Ejecutivas en la Edad Preescolar. El Manual Moderno.
Gordon, N. S., Burke, S., Akil, H., Watson, S. J., & Panksepp, J. (2003). Socially-induced brain ‘fertilization’: play promotes brain derived neurotrophic factor transcription in the amygdala and dorsolateral frontal cortex in juvenile rats 2003 Apr 24;341(1):17. Neurosci Lett, 341(1), 17- 20. Obtenido de https://doi.org/10.1016/ S0304-3940(03)00158-7
Gordon, N., Kollack-Walker, S., Akil, H., & Panksepp, J. (2002). Expression of c-fos gene activation during rough and tumble play injuvenile rats. Brain Res Bull, 57(5), 651-659. doi:pmid:11927369
Guillen , J. (2017). Neuroeducación en el aula: De la teoría a la práctica. Spanish Edition.
Hernandez-Sampieri, R., & Torres C, P. M. (2018). Metodología de la investigación (Vol. 4). México^ eD. F DF: McGraw-Hill Interamericana.
Huber , R., Tononi, G., & Cirrelli, C. (2007). Exploratory behavior, cortical BDNF expression, and sleep homeostasis. Sleep, 30(2), 129-139. doi:pmid:17326538
Huizinga, J. (1990). Homo Ludens. Alianza.
Ivrendi, A. (2020). Early childhood teachers’ roles in free play. Early Years, 40(3), 273-286. Obtenido de https://doi.org/10. 1080/09575146.2017.1403416
Johnson, J. E., Christie, J. F., Yawkey, T. D., & Wardle, F. (1987). Play and early childhood development. Longman.
Le Boulch, J. (1981). El desarrollo psicomotor desde el nacimiento a los seis años. Doñate.
Lundy, A., & Trawick-Smith, J. (2020). Effects of Active Outdoor Play on Preschool Children’s on-Task Classroom Behavior. Early Childhood Education Journal volume, 49(1), 463-471. doi:10.1007/ s10643-020-01086-w
Merino, V. (Abril de 2016). A new vaccine: vaccine for self-knowledge. Neurobiological base of human behavior. The game between the instintive-emocional brain and the rational brain. Pediatr Aten Primaria, 18(70), 85-91. Obtenido de https://www.scopus.com/record/display. uri?eid=2
Mora, F. (2013). Neuroeducación. Alianza Editorial.
Mora, F. (2017). Neuroeducaión. Alianza Editorial.
Moriguchi, Y., & Hiraki, K. (2011). Longitudinal development of prefrontal function during early childhood. Neurociencia Cognitiva del Desarrollo, 1(2), 153-162. doi:https:// doi.org/10.1016/j.dcn.2010.12.004
Muchiut, Á. F. (2019). Juego y función ejecutiva de planificación en niños de Nivel Inicial. Cuadernos de Neuropsicología / Panamerican Journal of Neuropsychology, 13(2), 163-170. Obtenido de https://www.redalyc.org/ journal/4396/439667351014/html/
Pesce, C., Masci, I., Marchetti, R., Vazou, S., Sääkslahti, A., & Tomporowski, P. (2016). Deliberate Play and Preparation Jointly Benefit Motor and Cognitive Development: Mediated and Moderated Effects. Frontiers in Psychology, 7(349). doi:https://doi.org/10.3389/ fpsyg.2016.00349
Piaget, J. (1956). Motricité, percepción et intelligence. Enfance.
Ramos , D., Bianchi , M., Rabello, E., & Martins, M. (2019). Intervenções com jogos em contexto educacional: Contribuições às funções executivas. Psicologia: Teoria e Prática, 21(2), 294-315. doi:10.5935/1980-6906/psicologia
Rigal, R. (2006). Educación motriz y educación psicomotriz en preescolar y primaria. Inde
Rosas , R., Espinoza, V., Porflitt, F., & Ceric, F. (2019). Executive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Study. Frontiers psychology. doi:10.3389 / fpsyg.2019.02024
Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Roebers, C. (2011). Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children. Infant and child development, 21(4), 411-429. doi:https://doi.org/10.1002/icd.752
Sarlé, P. (2011). El juego como espacio cultural imaginario y didáctico . Revista infancias imágenes, 10(2), 83-91. doi:https://doi. org/10.14483/16579089.4451
Sarlé, P. M. (2016). La inclusión del juego en las salas de educación infantil: espontaneidad o regulación. RELADEI – Revista latinoamericana de educación infantil, 5(2), 17-27. Recuperado el 2021 de abril de 28, de https://revistas.usc. gal/index.php/reladei/article/view/4913
Stein, A., Migdalek, K., & Sarlé, P. (2012). “Te Enseño a Jugar”: Caracterización de Movimientos Interaccionales y Formas Lingüísticas Mediante las Cuales se Regula la Interacción Lúdica. Psykhe, 21(1), 55-67. doi:http://dx.doi.org/10.4067/S0718- 22282012000100004
Thibodeau, R., Gilpin, A., Brown, M., & Meyer, B. (2016). The effects of fantastical pretend-play on the development of executive functions: An intervention study. Journal of Experimental Child Psychology, 145, 120-138. doi:https:// doi.org/10.1016/j.jecp.2016.01.001
Torres, C. (2002). El juego una estrategia importante. Educere, 6(19), 289-296. Obtenido de https://www.redalyc.org/ articulo.oa?id=35601907
Traverso, L., Viterbori, P., & Usai, M. C. (2015). Improving executive function in childhood: evaluation of a training intervention for 5-year-old children. Frontiers in Psychology, 6. doi:https:// doi.org/10.3389/fpsyg.2015.00525
Tsujimoto, S., Yamamoto, T., Kawaguchi, H., Koizumi, H., & Sawaguchi, T. (14 de Julio de 2004). Prefrontal cortical activation associated with working memory in adults and preschool children: an eventrelated optical topography study. Clinica Trial, 7, 703. doi:10.1093/cercor/bhh030
UNICEF. (2018). Aprendizaje a través del juego. UNICEF Publicaciones. Recuperado el 27 de Abril de 2021, de https://www. unicef.org/sites/default/files/2019-01/ UNICEF-Lego-Foundation-Aprendizajea-traves-del-juego.pdf
Vidarte , J., & Orozco , C. (2015). Relaciones entre el desarrollo psicomotor y el rendimiento académico en niños de 5 y 6 años de una institución educativa de La Virginia (Risaralda, Colombia). Revista Latinoamericana de Estudios Educativos, 11(2), 190- 204. Obtenido de http://vip.ucaldas. edu.co/latinoamericana/downloads/ Latinoamericana11(2)_9.pdf
Vygotsky, L. (1995). Obras escogidas Tomo III. Madrid: Visor.
Weineck, J. (2005). Entrenamiento Total. Paidotribo.
Weinsten, Weinstein, A., Voss, M., Prakash, R., Chaddock, L., Szabo, A., & White, S. (2011). The association between aerobic fitness and exutive function is mediated by prefrontal cortex volumen. Brain, Behavior, and Immunity, 26, 811- 819. doi:10.1016/j. bbi.2011.11.008
Yogman, M., Garner, A., Hutchinson , J., HirshPasek, K., & Michnick-Golinkoff, R. (2018). The power of play: A pediatric role in enhancing development in young children. Pediatrics, 142(3), 1-18. doi:https://doi.org/10.1542/peds.2018- 2058
Zabalza Beraza, M. Á. (2016). La felicidad de jugar. RELADEI - Revista latinoamericana de educación infantil, 5(2), 8-12.
Zelazo, P., Carsol, S., & Kesek, A. (2008). The development of executive function in childhood. Developmental cognitive neuroscience. Handbook of developmental cognitive neuroscience. MIT Press.
Amani, M., Koruzhdeh, E., & Taiyari, S. (2019). The Effect of Strengthening Executive Functions Through Group Games on the Social Skills of Preschool Children. Games Health J, 8(3), 213-219. doi:doi: 10.1089/g4h.2018.0052.
Barkley, R. A. (2011). ¿Es el funcionamiento ejecutivo deficiente en el TDAH? Depende de sus definiciones y sus medidas. The ADHD Report, 19(4), 1-9. doi:https://doi.org/10.1521/ adhd.2011.19.4.1
Bartholomew, J., Jowers, E., Errisuriz, V., Vaughn, S., & Roberts, G. (2017). A Cluster randomized control trial to assess the impact of active learning on child activity, attention control, and academic outcomes: The Texas I-CAN trial. Randomized Controlled Trial, 61, 81-86. doi:https://doi.org/10.1016/j. cct.2017.07.023
Bausela Herreras, E. (2014). Funciones ejecutivas: nociones del desarrollo desde una perspectiva neuropsicológica. Acción Psicológica, 11(1), 21-34. Obtenido de https://scielo.isciii.es/scielo. php?script=sci_arttext&pid=S1578- 908X2014000100003
Betancourt, M., Bernate, J., Fonseca, I., & Rodriguez, L. (2020). Revisión documental de estrategias pedagógicas utilizadas en el área de la educación física, para fortalecer las competencias ciudadanas. Retos, 38(38), 845-851. doi:https://doi.org/10.47197/retos. v38i38.74918
Blair, C., & Raver, C. (2015). School Readiness and Self-Regulation: A Developmental Psychobiological Approach. Department of Applied Psychology, 66(1), 711-731. doi:https://doi.org/10.1146/annurevpsych-010814-015221
Braidot, N. (2015). Mejora tu agilidad mental. Barcelona: Centro libros PAPF.
Bueno i Torres, D. (2019). Neurociencia aplicada a la Educación. Madrid: SINTESIS.
Cameron, C., Murrah, W., Grissmer, D., Brock , L., Bell, L., & Morrison, F. (2012). Fine Motor Skills and Executive Function Both Contrubute to Kindergarten Achievement. Child Development, 83(4), 1129-1244. doi:10.1111/j.1467- 8624.2012.01768.x
Chin Chou, C., Chou Chen, K., Yao Huang, M., & Yu Tu, H. (2020). Can Movement Games Enhance Executive Function in Overweight Children? A Randomized Controlled Trial. Journal of Teaching in Physical Education, 39(4), 527-535. doi:https://doi.org/10.1123/jtpe.2019- 0165
Coelho, L., Amatto, A., Gonzalez, C., & Gibb, R. (2020). Building executive function in pre-school children through play: a curriculum. International Journal of Play, 9(11), 128-142. doi:10.1080/21594937. 2020.1720127
Delgado Sotelo, A., & Lopez Imbacuan, E. (2013). El juego como generador de aprendizaje. Revista Criterios, 20(1), 203-218. Obtenido de http://editorial. umariana.edu.co/revistas/index.php/ Criterios/article/view/1863
Diamond, A., & Ling , D. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience, 18, 34-48. doi:http://dx.doi.org/10.1016/j. dcn.2015.11.005
Diaz, A. e. (1993). Desarrollo Curricular para la formación de maestros especialistas en Educación Física. Editorial Gymnos.
Duncan, R., & Donato, T. (2003). Play as the Leading Activity of the Preschool Period: Insights from Vygostsky, Leont’ev, and Bakhtin. Early Education and Development, 14(3), 271-292. doi:10.1207/s15566935eed1403_2
García Fernández, D., Chanez Valenzuela, M., Cruz Chávez, C., Gueda Delgado, J., Velázquez Saucedo, G., & Zubiair González, M. (01 de 2018). Impacto de un programa de actividad motriz con funciones ejecutivas para el fortalecimiento del desarrollo integral del niño. Scientific Technical Journal of School Sport, 4(1), 37-58. Obtenido de https://dialnet.unirioja.es/metricas/ documentos/ARTREV/6262917
Goh, T. L., Hannon, J., Webster, C., & Podlog, L. (2017). Classroom teachers’ experiences implementing a movement integration program: Barriers, facilitators, and continuance. Teaching and Teacher Education, 66, 88-95. doi:https://doi. org/10.1016/j.tate.2017.04.003
Gonzáles Osornio, M. (2014). Desarrollo Neuropsicológico de las Funciones Ejecutivas en la Edad Preescolar. El Manual Moderno.
Gordon, N. S., Burke, S., Akil, H., Watson, S. J., & Panksepp, J. (2003). Socially-induced brain ‘fertilization’: play promotes brain derived neurotrophic factor transcription in the amygdala and dorsolateral frontal cortex in juvenile rats 2003 Apr 24;341(1):17. Neurosci Lett, 341(1), 17- 20. Obtenido de https://doi.org/10.1016/ S0304-3940(03)00158-7
Gordon, N., Kollack-Walker, S., Akil, H., & Panksepp, J. (2002). Expression of c-fos gene activation during rough and tumble play injuvenile rats. Brain Res Bull, 57(5), 651-659. doi:pmid:11927369
Guillen , J. (2017). Neuroeducación en el aula: De la teoría a la práctica. Spanish Edition.
Hernandez-Sampieri, R., & Torres C, P. M. (2018). Metodología de la investigación (Vol. 4). México^ eD. F DF: McGraw-Hill Interamericana.
Huber , R., Tononi, G., & Cirrelli, C. (2007). Exploratory behavior, cortical BDNF expression, and sleep homeostasis. Sleep, 30(2), 129-139. doi:pmid:17326538
Huizinga, J. (1990). Homo Ludens. Alianza.
Ivrendi, A. (2020). Early childhood teachers’ roles in free play. Early Years, 40(3), 273-286. Obtenido de https://doi.org/10. 1080/09575146.2017.1403416
Johnson, J. E., Christie, J. F., Yawkey, T. D., & Wardle, F. (1987). Play and early childhood development. Longman.
Le Boulch, J. (1981). El desarrollo psicomotor desde el nacimiento a los seis años. Doñate.
Lundy, A., & Trawick-Smith, J. (2020). Effects of Active Outdoor Play on Preschool Children’s on-Task Classroom Behavior. Early Childhood Education Journal volume, 49(1), 463-471. doi:10.1007/ s10643-020-01086-w
Merino, V. (Abril de 2016). A new vaccine: vaccine for self-knowledge. Neurobiological base of human behavior. The game between the instintive-emocional brain and the rational brain. Pediatr Aten Primaria, 18(70), 85-91. Obtenido de https://www.scopus.com/record/display. uri?eid=2
Mora, F. (2013). Neuroeducación. Alianza Editorial.
Mora, F. (2017). Neuroeducaión. Alianza Editorial.
Moriguchi, Y., & Hiraki, K. (2011). Longitudinal development of prefrontal function during early childhood. Neurociencia Cognitiva del Desarrollo, 1(2), 153-162. doi:https:// doi.org/10.1016/j.dcn.2010.12.004
Muchiut, Á. F. (2019). Juego y función ejecutiva de planificación en niños de Nivel Inicial. Cuadernos de Neuropsicología / Panamerican Journal of Neuropsychology, 13(2), 163-170. Obtenido de https://www.redalyc.org/ journal/4396/439667351014/html/
Pesce, C., Masci, I., Marchetti, R., Vazou, S., Sääkslahti, A., & Tomporowski, P. (2016). Deliberate Play and Preparation Jointly Benefit Motor and Cognitive Development: Mediated and Moderated Effects. Frontiers in Psychology, 7(349). doi:https://doi.org/10.3389/ fpsyg.2016.00349
Piaget, J. (1956). Motricité, percepción et intelligence. Enfance.
Ramos , D., Bianchi , M., Rabello, E., & Martins, M. (2019). Intervenções com jogos em contexto educacional: Contribuições às funções executivas. Psicologia: Teoria e Prática, 21(2), 294-315. doi:10.5935/1980-6906/psicologia
Rigal, R. (2006). Educación motriz y educación psicomotriz en preescolar y primaria. Inde
Rosas , R., Espinoza, V., Porflitt, F., & Ceric, F. (2019). Executive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Study. Frontiers psychology. doi:10.3389 / fpsyg.2019.02024
Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Roebers, C. (2011). Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children. Infant and child development, 21(4), 411-429. doi:https://doi.org/10.1002/icd.752
Sarlé, P. (2011). El juego como espacio cultural imaginario y didáctico . Revista infancias imágenes, 10(2), 83-91. doi:https://doi. org/10.14483/16579089.4451
Sarlé, P. M. (2016). La inclusión del juego en las salas de educación infantil: espontaneidad o regulación. RELADEI – Revista latinoamericana de educación infantil, 5(2), 17-27. Recuperado el 2021 de abril de 28, de https://revistas.usc. gal/index.php/reladei/article/view/4913
Stein, A., Migdalek, K., & Sarlé, P. (2012). “Te Enseño a Jugar”: Caracterización de Movimientos Interaccionales y Formas Lingüísticas Mediante las Cuales se Regula la Interacción Lúdica. Psykhe, 21(1), 55-67. doi:http://dx.doi.org/10.4067/S0718- 22282012000100004
Thibodeau, R., Gilpin, A., Brown, M., & Meyer, B. (2016). The effects of fantastical pretend-play on the development of executive functions: An intervention study. Journal of Experimental Child Psychology, 145, 120-138. doi:https:// doi.org/10.1016/j.jecp.2016.01.001
Torres, C. (2002). El juego una estrategia importante. Educere, 6(19), 289-296. Obtenido de https://www.redalyc.org/ articulo.oa?id=35601907
Traverso, L., Viterbori, P., & Usai, M. C. (2015). Improving executive function in childhood: evaluation of a training intervention for 5-year-old children. Frontiers in Psychology, 6. doi:https:// doi.org/10.3389/fpsyg.2015.00525
Tsujimoto, S., Yamamoto, T., Kawaguchi, H., Koizumi, H., & Sawaguchi, T. (14 de Julio de 2004). Prefrontal cortical activation associated with working memory in adults and preschool children: an eventrelated optical topography study. Clinica Trial, 7, 703. doi:10.1093/cercor/bhh030
UNICEF. (2018). Aprendizaje a través del juego. UNICEF Publicaciones. Recuperado el 27 de Abril de 2021, de https://www. unicef.org/sites/default/files/2019-01/ UNICEF-Lego-Foundation-Aprendizajea-traves-del-juego.pdf
Vidarte , J., & Orozco , C. (2015). Relaciones entre el desarrollo psicomotor y el rendimiento académico en niños de 5 y 6 años de una institución educativa de La Virginia (Risaralda, Colombia). Revista Latinoamericana de Estudios Educativos, 11(2), 190- 204. Obtenido de http://vip.ucaldas. edu.co/latinoamericana/downloads/ Latinoamericana11(2)_9.pdf
Vygotsky, L. (1995). Obras escogidas Tomo III. Madrid: Visor.
Weineck, J. (2005). Entrenamiento Total. Paidotribo.
Weinsten, Weinstein, A., Voss, M., Prakash, R., Chaddock, L., Szabo, A., & White, S. (2011). The association between aerobic fitness and exutive function is mediated by prefrontal cortex volumen. Brain, Behavior, and Immunity, 26, 811- 819. doi:10.1016/j. bbi.2011.11.008
Yogman, M., Garner, A., Hutchinson , J., HirshPasek, K., & Michnick-Golinkoff, R. (2018). The power of play: A pediatric role in enhancing development in young children. Pediatrics, 142(3), 1-18. doi:https://doi.org/10.1542/peds.2018- 2058
Zabalza Beraza, M. Á. (2016). La felicidad de jugar. RELADEI - Revista latinoamericana de educación infantil, 5(2), 8-12.
Zelazo, P., Carsol, S., & Kesek, A. (2008). The development of executive function in childhood. Developmental cognitive neuroscience. Handbook of developmental cognitive neuroscience. MIT Press.
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The effects of curricular pedagogical programs that apply motor games on the development of executive functions in preschool: A systematic review. bol.redipe [Internet]. 2022 Feb. 12 [cited 2025 Jan. 30];11(2):205-23. Available from: https://revista.redipe.org/index.php/1/article/view/1679
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Author Biographies
Diana Milena Bedoya Salazar, University Institution Central Unit of Valle del Cauca (UCEVA), Colombia
Undergraduate: Degree in Physical Education, Recreation and Sports (UCEVA). Postgraduate: Specialist in Theory and Methodology of sports training (National Sports School). Professor of the Central Unit University Institution of Valle del Cauca (UCEVA)
Alexis Arenas Hoyos, University Institution Central Unit of Valle del Cauca (UCEVA), Colombia
Bachelor's degree in basic education, with an emphasis on physical education, recreation and sports (UCEVA)
María Elisa Álvarez Sossa, University Institution Central Unit of Valle del Cauca (UCEVA), Colombia
Doctor in Educational Sciences. RUDECOLOMBIA teacher of the University Institution. Central Unit of Valle del Cauca UCEVA, Education and Curriculum Research Group Leader.
How to Cite
1.
The effects of curricular pedagogical programs that apply motor games on the development of executive functions in preschool: A systematic review. bol.redipe [Internet]. 2022 Feb. 12 [cited 2025 Jan. 30];11(2):205-23. Available from: https://revista.redipe.org/index.php/1/article/view/1679