La dactilopintura como estrategia didáctica para fortalecer la motricidad fina y la expresión creativa en niños de Educación Básica Inicial
DOI:
https://doi.org/10.67166/8z85gp33Palabras clave:
dactilopintura; motricidad fina; expresión creativa; educación inicial; estrategia didáctica.Resumen
La investigación tuvo como objetivo determinar la influencia de la dactilopintura como estrategia didáctica en el fortalecimiento de la motricidad fina y la expresión creativa de niños de Educación Básica Inicial. Se adoptó un diseño cuasi experimental, descriptivo-correlacional, con pretest y postest, grupo experimental y grupo de control, integrado por 50 participantes distribuidos equitativamente en cuatro centros educativos. La intervención comprendió veinticuatro sesiones organizadas durante ocho semanas, con actividades progresivas de exploración cromática, presión digital, coordinación visomotriz, composición libre y creación colectiva. La información se recogió mediante una prueba estructurada de 24 indicadores, validada por juicio de expertos y con una consistencia interna de alfa de Cronbach de 0,88. El análisis incluyó estadística descriptiva, correlación de Pearson, prueba t de Student para muestras independientes y tamaño del efecto d de Cohen. Los resultados del escenario analítico mostraron equivalencia inicial entre grupos y, después de la intervención, mayores puntuaciones del grupo experimental en precisión digital, coordinación ojo-mano, control de presión, fluidez, flexibilidad, originalidad y elaboración. La ganancia global fue superior en el grupo experimental, con diferencias estadísticamente significativas y un tamaño del efecto amplio. Asimismo, se identificó una correlación positiva alta entre motricidad fina y expresión creativa. Se concluye que una secuencia sistemática de dactilopintura, mediada por consignas abiertas, materiales seguros y retroalimentación docente, puede constituirse en una estrategia pertinente para integrar el desarrollo psicomotor, la autonomía y la comunicación simbólica en la educación inicial, siempre que su implementación respete los ritmos individuales y la diversidad de formas de expresión infantil.
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Derechos de autor 2026 Elsa Marina Inlago Guasgua (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
