PSYCHOMOTOR DEVELOPMENT AND ACADEMIC PERFORMANCE: CORRELATIONS BETWEEN PSYCHOMOTOR ELEMENTS AND READING AND WRITING SKILLS
DOI:
https://doi.org/10.56238/arev8n1-058Keywords:
Psychomotricity, Academic Performance, Body Schema, LateralityAbstract
Psychomotricity constitutes an essential foundation for the acquisition of academic skills, acting as a mediator between cognitive and motor functions. This study aimed to analyze the correlation between psychomotor elements (motor coordination, body schema, laterality, spatial structuring, temporal structuring, and memory) and academic performance (reading, correct answers in Portuguese and mathematics, and correct identification of unfamiliar words) in school-aged children. A correlational study was conducted with 37 school-aged children, in which psychomotor levels were assessed using a psychomotor battery, and learning levels were evaluated through school performance data collected from the Compromisso Nacional Criança Alfabetizada (CNA) platform. A correlational analysis was performed using Spearman’s correlation test to examine associations between variables, employing SPSS 23.0 software and adopting a significance level of p = 0.05. The results demonstrated significant and positive correlations between several psychomotor elements and academic performance. Notably, body schema and laterality showed stronger associations with correct answers in Portuguese (r = 0.474, p = 0.003) and reading (r = 0.423, p = 0.009), respectively. These findings indicate that a well-developed body schema and clear lateral dominance are essential antecedent factors for the acquisition of symbolization and spatial orientation, which are fundamental competencies in the literacy process. It is concluded that psychomotor development constitutes a protective factor against school failure, reinforcing the importance of incorporating psychomotricity into the school curriculum to enhance reading and writing skills.
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