Psicomotricidad gruesa y desarrollo del pensamiento lógico matemático en estudiante de instituciones educativas del nivel inicial de zona urbana de Belén 2025

• Autor: Fernandez Pacaya, Rosa Maria
• Formato: tesis de grado
• Fecha de Publicación: 2025
• Institución: Universidad Nacional De La Amazonía Peruana
• Repositorio: UNAPIquitos-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.unapiquitos.edu.pe:20.500.12737/12457
• Enlace del recurso: https://hdl.handle.net/20.500.12737/12457
• Nivel de acceso: acceso abierto
• Materia: Psicomotricidad gruesa; Coordinación motriz; Equilibrio; Lateralidad; https://purl.org/pe-repo/ocde/ford#5.03.01

The objective of this study was to determine the relationship between gross motor skills and logical-mathematical thinking in five-year-old children from educational institutions in the urban area of Belén in 2025. The research was basic in nature, with a quantitative approach, correlational scope, non-experimental design, and cross-sectional cut. The sample consisted of 324 students, who were evaluated through two validated instruments, one to measure gross motor skills and another to assess logical-mathematical thinking. The results showed a strong positive correlation between both variables, with a Spearman coefficient of 0,891 and a significance level of p < 0,001. Regarding the dimensions, a correlation of 0,771 was found in motor coordination, 0,887 in balance and postural control, and 0,863 in laterality, all with p < 0,001. These values indicate that children who achieve greater motor development also perform better in pattern identification, quantity comparison, and problem-solving tasks. It was concluded that the development of gross motor skills has a direct impact on the formation of logical-mathematical thinking, confirming the need to integrate planned motor activities into the early childhood classroom as a strategy to strengthen both physical and cognitive learning during the first years of education.