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DOI: 10.4018/978-1-6684-7366-5.ch091
This chap e published as an Open Access Chap e dis ibu ed unde he e ms o he C ea i e Commons A ibu ion License (h p://c ea i ecommons.o g/licenses/by/4.0/)
which pe mi s un es ic ed use, dis ibu ion, and p oduc ion in any medium, p o ided he au ho o he o iginal wo k and o iginal publica ion sou ce a e p ope ly c edi ed.
Chap e 91
Analysis o Psychomo ici y
in Digi al Didac ic Ma e ials
in Ea ly Childhood
Raúl Ei ín- Nemiña
h p:// o cid .o g/ 0000 - 0002 - 2990 - 0905
Uni e sidad de San iago de Compos ela, Spain
Ma ía Mon se a Cas o- Rod íguez
Uni e sidad de A Co uña, Spain
Diana Ma ín- Suel es
Uni e sidad de Valencia, Spain
Sil ia López- Gómez
Uni e sidad de San iago de Compos ela, Spain
Jesus Rod íguez- Rod íguez
Uni e sidad de San iago de Compos ela, Spain
ABSTRACT
This a icle is pa o he esea ch p ojec i led “Digi al Teaching Ma e ials in Ea ly Childhood Educa ion:
Analysis and P oposals o Use a School and a Home (INFANCI@ DIGIT@L).” The undamen al
objec i e was o analyse he echnical and pedagogical cha ac e is ics o he digi al eaching esou ces
and ma e ials (DDM) aimed a boys and gi ls in he second cycle o ea ly childhood educa ion (pe iod
3- 6 yea s) as. He e he au ho s analyse he supply o digi al educa ional esou ces o e ed on ins i u ional
pla o ms. Speci ically, his ex ocuses on ma e ials ha may be use ul o he psychomo o de elopmen
o ea ly school- age child en. Ad hoc elabo a ed ma ices we e used in which he in o ma ion ela ed o
he iden i ica ion and loca ion o he esou ce, ypology, a ailable languages, a ea, heme, and ecom-
mended le els o implemen a ion. The esul s indica e he educed o e o digi al esou ces designed
o his pu pose. I is concluded ha he need o con inue explo ing he speci ic o e o mino s is due
o he impo ance o psychomo o de elopmen a hese ages.
INTRODUCTION
F om an ea ly age, mos child en in ou coun y in e ac wi h di e en didac ic ma e ials wi hin
he amily and school con ex . These a e educa ional esou ces ha ep esen impo an socialising
agen s and ha connec hem wi h he social en i onmen du ing hei childhood. Likewise, many o
hese echnological esou ces a e pa o he leisu e ime o mino s and hei consump ion con inues o
occupy a signi ican amoun o ha ime. In he de elopmen o his chap e we p esen a pape on he
Analysis o psychomo ici y in Ea ly Childhood Educa ion con ex ualized in a s udy conduc ed o e
ou yea s (2018- 2022), en i led: “Digi al didac ic ma e ials in Ea ly Childhood Educa ion. Analysis and
p oposals o hei use a school and home (In anci@ Digi @l”. In he cou se o ou esea ch p ojec we
seek o explo e and analyse he echnical and pedagogical cha ac e is ics o digi al didac ic esou ces
and ma e ials (DDM) aimed a child en in he second cycle o Ea ly Childhood Educa ion (3- 6 yea old
pe iod) as well as he uses and p ac ices de eloped wi h hem bo h in he school and amily con ex . The
ques ions guiding he de elopmen o his p ojec ha e been he ollowing: Wha a e he main echnical-
pedagogical ea u es o he DDM in he second cycle o Ea ly Childhood Educa ion? To wha ex en do
he DDM ely on and enable he de elopmen o game- based eaching- lea ning me hodologies? Wha
iews do Ea ly Childhood Educa ion eache s ha e abou hese digi al ma e ials and esou ces? Wha
iews and opinions do he amilies o hese child en ha e abou he DDM? Wha a e he p ac ices o
use o DDM by s uden s bo h in he school con ex o he class oom and in hei home en i onmen ?
To add ess and answe hese ques ions, we ha e planned ou s udies wi h di e en objec i es and
me hodologies, bu complemen a y o each o he and ca ied ou simul aneously in h ee Au onomous
Communi ies: The Cana y Islands, Galicia and Valencia: S udy 1: Analysis o he pla o ms o po als
ha o e DDM o he second cycle o Ea ly Childhood Educa ion in he Spanish con ex ; S udy 2:
Iden i ica ion o he iews and opinions abou he DDM held by he eache s o his cycle, as well as
he adul u o s o he s uden s; S udy 3: Conduc ing se e al case s udies; S udy 4: C ea ion o a guide
o p o ocol o eache s and amilies wi h ecommenda ions o good p ac ices in he use o he DDM
in he class oom and a home.
As o he digi al didac ic ma e ials aken in o accoun , we ha e s a ed by conside ing unde his
e minology (A ea, 2017): Digi al objec s, digi al ex books, apps, online ools and pla o ms, in elligen
adap i e lea ning en i onmen s, angible didac ic ma e ials, and digi al didac ic ma e ials. In he case o
his chap e we will ocus mainly on issues ela ed o S udy I in which we p oceeded h ough he adap-
a ion o an ins umen o he analysis o digi al didac ic ma e ials o analyse he echnical- pedagogical
cha ac e is ics o a sample o se e al hund ed people in he Spanish educa ional con ex . Fo a be e
unde s anding o he pa icula i ies o he analysis guide, please consul Cepeda, Galla do y Rod íguez
(2017). One o he dimensions aken in o accoun in he analysis o he s udy ocused on he analysis
and conside a ion o psychomo ici y in digi al educa ional esou ces o Ea ly Childhood Educa ion.
Con en analysis o he ma e ials was used o he me hodology de eloped in his s udy. We consid-
e con en analysis as he app op ia e quali a i e me hodology o analyse he cha ac e is ics o digi al
didac ic ma e ials. We s a om he idea con eyed by Ba din (2004, p. 29) ha “con en analysis is
a se o communica i e analysis echniques using sys ema ic and objec i e p ocedu es o desc ibe he
con en s o messages”.
In he ollowing sec ion o he s udy we speci y he way in which we ha e unde s ood Psychomo ic-
i y wi hin he amewo k o ou analysis and he main esul s and conclusions o he s udy ca ied ou .
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BACKGROUND
In he de elopmen o ou esea ch we s a om unde s anding psychomo ici y as a se o echniques
and me hods o educa ion ha use he body and mo emen as a means o ensu e he ha monious de el-
opmen o people. Al hough i s o igins a e based on s udies ha ela e psychic p oblems and mo emen
diso de s, wi h he in en ion o sol ing hem h ough psychomo o e- educa ion (Picq and Vaye , 1969),
LeBoulch (1995). La e , a mo e dynamic posi ion appea ed, ep esen ed by Lapie e and Aucou u ie
(1977), who conside ed he child as a whole, emphasizing he a ec i e dimension, and s a ing om
hei expe iences and expe imen a ion, unde a pedagogical and p e en i e p ac ice. A p esen , bo h
cu en s ha e been o e come by eclec ic o mixed pos u es ha y o econcile bo h endencies, aking
psychomo ici y as a science ha comp ehensi ely de elops he child, gi ing i g ea educa ional alue
(Be na do de Qui ós, 2006; Bailey, Dohe y and Pickup, 2007; Fus é and Bonas e, 2008). The esea ch
conduc ed by Pikle (2012) highligh s ha he child lea ns successi e mo o skills in a ee and au ono-
mous manne , h ough hei own ac ions and he mo emen s hey choose wi hin a secu e en i onmen .
I has aspec s in common wi h mo o de elopmen , unde s ood as he un olding o skills, mo o abili ies
and physical and men al de elopmen ha occu du ing he g ow h o people, and which acqui e capi al
impo ance in he ea ly childhood educa ion s age (Zachopoulou, 2010).
In ou case, we a e commi ed o his in eg al concep ion o educa ion, especially in he ea ly s ages
o pe sonal de elopmen , and which, wi h di e en nuances and meanings, appea s in ea ly childhood
school cu icula. Thus, mo emen , ac ion and play a e an inescapable pa o he cul u e o childhood
and i s daily ac i i ies, some hing ha canno be o go en a school, and in which he mission o physical
educa ion and psychomo ici y is inse ed. They also help he de elopmen o social skills, sel - es eem
and p oblem sol ing om a posi i e mo i a ional, dynamic, social pe spec i e h ough empowe ing
expe iences ha collabo a e in he o ma i e p ocess o in an s.
In ela ion o he ole o MDD in CCD, in he li e a u e we ind e iews and ecen wo ks ha ha e
ecen ly ocused on he analysis o he ole o MDD (A ea, 2020; A ea, Rod íguez, Pei a s and San
Ma ín, 2023; Bece a, Ma ín and Be hencou , 2021; Digón- Reguei o and Iglesias- Amo ín, 2022;
Fe nández, Rod íguez, Rod íguez- Reguei a and Rod íguez, 2022; Ma ín- Suel es, Bece a- B i o and
Rego- Ag aso, 2022; Ma ín- Gómez, Vidal- Es e e and López- Gómez, 2022; Na a o, Gaba da, Ma ín
and Rome o, 2022). O e all, he esul s highligh ha , in gene al, he e is a wide a ie y o esou ces
a ailable o ee and he need o imp o e non- comme cial ma e ials compa ed o comme cial ones.
A pa icula ly signi ican ac in he esul s is ha he e a e ha dly any esou ces o Ea ly Childhood
Educa ion ha allow o ully au onomous use. Likewise, amilies and eache s indica e, in gene al, a
low le el o digi al compe ence and a need o mo e aining. I should be no ed ha he line o esea ch
ocused on he analysis o psychomo o skills and hei con ibu ions o eaching ma e ials has li le
ajec o y in he in e na ional a ena, as has been deduced om some e iews published in high- impac
jou nals (Fe nández and Rod íguez, 2022). Howe e , he line o esea ch in which his wo k is amed
has been de eloping in he Spanish con ex o almos 15 yea s, h ough he implemen a ion o se e al
esea ch p ojec s (See Rod íguez, A ea and San Ma ín, 2024).
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FOCUS OF THE ARTICLE
Psychomo ici y is wo ked on om di e en concep ions ha condi ion he me hodologies and in e -
en ion ma e ials in all he class ooms o Ea ly Childhood Educa ion (ECE) in Spain. In ecen yea s,
he inco po a ion o echnology in o ECE class ooms p omo ed by he educa ional adminis a ion has
in aded he wo k o psychomo ici y wi h he possibili y o making use o digi al didac ic ma e ials
(DDM). Adminis a ions ha e p omo ed pla o ms, spaces and aining ac i i ies o eache s o de elop
hei own DDM and sha e hem, ying o espond o he de elopmen o a collabo a i e cul u e among
eache s. These open access pla o ms ha e e y di e en o ms o ope a ion and, in gene al, mechanisms
a e no always a ailable o assess he ma e ials p oduced by he eache s ha a e hos ed on hem. This
si ua ion leads ou eam o he analysis o pla o ms and DDM in ended o psychomo o wo k in ECE
schools wi h di e en o ms o managemen and in e en ion modali ies.
In he ield o ea ly childhood educa ion, he use o ins i u ional pla o ms ha o e digi al eaching
ma e ials has expe ienced signi ican g ow h in ecen yea s. These ools ha e become indispensable
allies o eache s, u o s, mo he s and a he s, acili a ing access o in e ac i e educa ional esou ces.
Howe e , despi e he ad ances in his ield, he e a e s ill ce ain sho comings ha equi e a en ion,
deba e and analysis in o de o imp o e he e ec i eness o hese esou ces, such as he ollowing:
● Pe sonalisa ion o lea ning: Ins i u ional pla o ms mus go beyond simply o e ing a a ie y o
ac i i ies and esou ces. I is essen ial ha hey can dynamically adap o he indi idual needs o
each child, ecognising hei in e es s, abili ies and lea ning paces. This implies he de elopmen
o mo e sophis ica ed algo i hms and ecommende sys ems ha enable a pe sonalised and mean-
ing ul educa ional expe ience.
● Inclusion o di e si y: Al hough child en wi h di e en abili ies and di e si ies a e beginning o
be aken in o accoun in he de elopmen o lea ning pla o ms and ma e ials, much mo e wo k
needs o be done on how pla o ms can ensu e ue inclusion. This includes he inco po a ion o
accessibili y ools, such as easy eading, sub i les, desc ip i e audio and adap a ions o people
wi h low ision, dea ness o mo o impai men s. In addi ion, a en ion mus be paid o gende s e-
eo ypes, cul u al and linguis ic ep esen a ion o ensu e ha ma e ials a e inclusi e and ele an
o all child en ega dless o hei e hnic, cul u al o linguis ic backg ound.
● Segmen a ion by age and s age o de elopmen : I is conside ed impo an ha hese pla o ms
include a esou ce sea ch engine by age and s age o de elopmen (cogni i e, emo ional, linguis ic
and mo o ), as he de elopmen o a 3 yea s old is no he same as ha o a 6 yea s old. This also
implies he de elopmen o speci ic eaching ma e ials aking in o accoun he pa icula cha ac-
e is ics and needs o p e- school child en.
● T aining and guidance o eache s and amilies: The p o ision o guidance o adul s esponsible
o in an s is a undamen al aspec o maximising he educa ional po en ial o hese pla o ms.
Howe e , he e is also a need o expand his a ea o add ess issues such as digi al skills aining,
p o iding esou ces and s a egies o moni o ing s uden p og ess, as well as os e ing e ec i e
collabo a ion be ween schools and amilies. Fo he la e , hese pla o ms could in eg a e commu-
nica ion and collabo a i e wo k ools.
● In e na ional benchma king: Compa isons wi h simila pla o ms in o he coun ies would be
necessa y, as his can p o ide aluable in o ma ion o imp o e he quali y o hese digi al ools.
Howe e , i is impo an o go beyond simple quan i a i e e alua ion and conside quali a i e as-
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pec s, such as cul u al and cu icula app op ia eness and pedagogical e ec i eness. In addi ion,
he di e si y o educa ional and cul u al con ex s should be aken in o accoun o a oid un hinking
adop ion o models om o he coun ies and ins ead p omo e local adap a ion.
This sec ion will desc ibe he digi al didac ic ma e ials o e ed by he educa ional Adminis a ions
o se en Spanish p o inces, belonging o wo au onomous communi ies: The Valencian Communi y
and Galicia.
DDM in he Ins i u ional Pla o ms o he Valencian Region
The Valencian Communi y is loca ed in he eas o he Ibe ian Peninsula and is di ided in o h ee
p o inces: Cas ellón, Valencia and Alican e. I is he ou h la ges Spanish communi y in e ms o pop-
ula ion, wi h mo e han i e million inhabi an s (5,072,176). The Spanish s a e is cha ac e ised, among
o he hings, by he au onomy o he managemen o i s communi ies, which makes i easie o each o
hem o make i m commi men s, in his case, in he p ocess o digi iza ion o digi al didac ic ma e ials,
which a e sha ed h ough ins i u ional pla o ms. A p esen , he ins i u ional pla o ms Mes e a Casa
and Rebos Digi al (Re- Di) coexis in he Valencian Communi y. Bo h, among o he oles, ha e a space
dedica ed o collec didac ic ma e ials o ganised by educa ional s ages and/o cou ses and subjec s. They
a e mul i- suppo pla o ms, wi h access a ailable om di e en de ices, ee o cha ge, ull access and
wi h no egis a ion equi ed.
Mes e a Casa
Mes e a casa o ganises he educa ional esou ces by educa ional s ages and, in he second cycle, by
he age o he s uden s. In spi e o his, in 3, 4 and 5 yea s he o e is he same. The e a e a o al o 100
esou ces a ailable, wi h a a ie y o opics and con en s, mainly ela ed o he lea ning o ma hema ical
skills and eading and w i ing.
O he o al, a e y small numbe o esou ces a e linked o psychomo o de elopmen . A e he
analysis, i can be a i med ha his pla o m is domina ed by esou ces aimed a wo clea goals. Some
o he lea ning o w i ing, whe e ine psychomo ici y is key. An example o his is he esou ce Juego
con mi nomb e, aimed a 3 yea s old child en and designed o be used in eaching and esea ch s a
and o encou age he ecogni ion and acing o le e s h ough some hing as amilia as hei names. O
El llib e de les ocals, in which di ec ionali y is speci ically wo ked on. O he s, ocused on emo ions,
h ough El lenguaje no e bal, o he iden i ica ion o acial exp ession o emo ions; Pa s del cos, o
he exp ession o emo ions and eelings; La in e acción con los iguales whe e pa e ns and no ms o
beha iou , social ela ionships and ecogni ion o emo ions among pee s a e wo ked on; o Lib o de
ins ucciones o unde s and si ua ions ha p o oke basic emo ions.
In addi ion, a la ge numbe o esou ces a e ocused on add essing one- o issues, whe e minimal
mo emen o physical ac i i y is equi ed. Fo example, some o hese esou ces ocus on he use o he
mouse, as in Encaja, Peque TIC o Niños y llu ia, which shows he lack o upda ing o hese p og ammes,
since nowadays, bo h a school and a home, he ouch sc een p edomina es in he de ices ha s uden s
use. O he s ocus on ime o ien a ion, as is he case wi h he esou ce Las es aciones, la opa y la casa.
5
Only one esou ce is o e ed di ec ly ela ed o spo s. The ocus is he Beijing 2008 Olympic Games,
and was c ea ed wi h he JClic p og amme. Despi e he name o he esou ce, he p oposed ac i i ies a e
aimed a lea ning basic con en such as colou s, owels, se ia ion o numbe s om 1- 10, and he only
app oach o his e en is he ecogni ion o pe s.
F om an in eg al app oach, Se , e , pensa i con iu e... a l'escola, by he xucu uc g oup, p esen s
26 p oposals o class oom wo k, including issues ela ed o his chap e ’s s udy aim, such as pos u al
hygiene o in e pe sonal ela ionships, bu in an exclusi ely heo e ical way.
The e o e, he psychomo o de elopmen p omo ed in hese ma e ials is sca ce, especially i we a e
alking abou g oss mo o skills, and basic mo o skills do no appea , no a e hey equi ed o ca y ou
he p oposals p oposed.
Re- Di
In u n, he new pla o m, called Re- Di, is a collabo a i e eposi o y in which special ca e is said o
ha e been gi en o inclusion, inno a ion and he p omo ion o he de elopmen o digi al ci izenship.
In he analysis o Re- Di, he i s issue ha s ands ou is ha , in spi e o he impo ance o psychomo o
de elopmen in he i s yea s o li e, he e is no men ion o psychomo ici y as such in he d op- down
panel wi hin he Ea ly Childhood Educa ion s age. Howe e , one o he 10 op ions hey o e is The
Body, he es being: ICT, music, inclusion, in e disciplina y issues, ma hema ics, eading and w i ing,
en i onmen o c a s.
Wi hin The Body (h ps:// ebos digi al .g a .es/ ca ego y/ in an il/ el - cos/ ) he e a e 4 op ions: a) Joan
Daudén's Channel, wi h di e en , un games o wo k on PE a home; b) ideos o wo k on PE h ough
games wi h ma e ials a ailable a home; c) ac i i ies o he Spanish Olympic Commi ee and he T inidad
Al onso Founda ion, due o Spo s Day, and d) he CFM eache 's websi e, wi h 200 games and ac i i ies
o psychomo o de elopmen .
In he case o he i s one, he e is a link o a ideo en i led Juguem a casa II, sha ed h ough You-
Tube in 2020 (25/3/2022), bu i is possible o ind mo e by he same au ho , published in he i s mo-
men s a e lockdown was dec eed in Spain in he middle o Ma ch, all linked o physical ac i i y and
games a home. These a e sho ideos, las ing less han 5 minu es, using simple, di ec language and
ea u ing one o wo adul s, a man and a woman. Locomo o skills, such as walking, unning, jumping
o c awling; skills o handling objec s, such as h owing o ca ching; and e lexes, appea in se e al o
hese ideos. In addi ion o exempli ying a mul i ude o ac i i ies and games in each o hese ideos,
he e a e also challenges in which manual mo o con ol is he main objec i e. As a coun e poin , i is
necessa y o poin ou ha mos o hem a e no speci ic o he In an Educa ion s age, and o he s a e
based on con en om highe s ages, such as he Valencian Pelo a game and i s adap a ions. The e o e,
despi e he quali y and quan i y o he p oposals pu o wa d, he lack o speci ici y and adap a ion o
he abili ies o Ea ly Childhood s uden s is he main limi a ion.
As o he second al e na i e, om Be xi s a e school, also h ough YouTube and coinciding a he
ime o c ea ion o digi al esou ces in ideo o ma on da es wi h he beginning o lockdown (16 Ma ch
2020), a o al o 57 ideos a e sha ed, uploaded in he las wo yea s and wi h an app oxima e du a ion
o be ween 1 and 15 minu es. The ideos ha e a a ie y o subjec s and usually ea u e an adul and a
child, and in some ideos hey a e joined by specialis s o in e iews. The sho e ideos a e dedica ed
o heal h ca e and p e en ion o illnesses, o example, hose dedica ed o co ona i us, heal hy ea ing
o b ushing one’s ee h. Ano he g oup o ideos p esen s wo kshops o ca y ou he ma e ials by he
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s uden s hemsel es, such as juggling balls. Some ideos, which a e a ound 5 minu es long, ocus on
ac i i ies in which he leading ole is played by he ma e ial, such as newspape s, chalk, socks, b ooms,
opes, pegs o handke chie s. Also o in e media e du a ion, he e a e ideos in which a physio he apis
discusses some common inju ies o pains and hei ehabili a ion, such as a sp ain o ce ical pain.
The longes ideos a e usually hose in which a spo is p esen ed using an in e iew echnique, such
as colpbol o climbing. As in he p e ious case, he p oposed ac i i ies a e a ied in e ms o he mo o
demands o he s uden s, anging om con ol and body awa eness ha can be achie ed h ough elax-
a ion and yoga, o he handling o objec s, locomo ion o spa iali y. The quan i y is high and he dep h
in he exempli ica ion and app oach o con en is g ea e . Howe e , he e a e no speci ic ac i i ies o
he Ea ly Childhood s age and hey seem o be be e adjus ed o he psycho- e olu iona y cha ac e is ics
o P ima y school s uden s.
Rega ding he esou ces o Spo s Day, hey do no appea on he websi e, despi e he e being a space
dedica ed o Resou ces. The winning ideos o a compe i ion o educa ional cen es a e ea u ed. The
amoun o mo o ac i i ies e lec ed in he p oposals collec ed is ema kable, he in ol emen o o he
educa ional agen s o he neighbou hood and he educa ional communi y and he isibili y o he exis ing
di e si y in public cen es, as well as adap ed games o spo s wi h li le ep esen a ion in he media.
Finally, he CMF eache 's websi e sha es ac i i ies o he psychomo o de elopmen o child en
linked o he amily con ex . I is a e y comp ehensi e space ha o e s heo e ical in o ma ion, p ac ical
p oposals and eading ecommenda ions. The websi e is o ganised in 8 sec ions, one o which is dedi-
ca ed o Ma e ials. The Re- Di link goes di ec ly o hose ha a e pe ec ly sui ed o he body in mo ion
o Ea ly Childhood s uden s, bu in he Ma e ials III sub- sec ion i is possible o ind mo e esou ces,
such as an edi o ial sample o 40 games o body exp ession o 3 o 10 yea olds. In sho , his websi e
ac s as a eposi o y wi h links o ma e ials om a ious sou ces ha may be o in e es .
In he end, hese ou p oposals hos ed in Re- Di, o e a wide a ie y o ac i i ies o he de elopmen
o g oss mo o skills, aking ca e o adjus hem o he age o school- age s uden s and a e p esen ed in
a simple ye a ac i e way, in e ms o aes he ics and mainly h ough he app oach o challenges in he
i s case o wi h he appea ance o a child doing many o he p oposed ac i i ies in he second case,
which a ou s ica ious lea ning, ha ing a model close o hem.
DDM on Galicia's Ins i u ional Pla o m
Galicia is an au onomous communi y in no h- wes e n Spain. A p esen , i s popula ion is 2,691,557
inhabi an s. One o he main cha ac e is ics o his popula ion is he ageing o i s popula ion, as e lec ed
by he a e age age o 48.04 in 2021 and he numbe o child en be ween 0- 6 yea s o age ba ely each-
ing 99,791, ha is, 3.8% o he o al popula ion. F om he poin o iew o geog aphic dis ibu ion, i is
cha ac e ised by a wide geog aphic dispe sion. This communi y has ou p o inces
These con ex ual cha ac e is ics play a undamen al ole in he inco po a ion o echnology in schools.
A p io i, he objec i e is o acili a e access o he echnological wo ld h oughou Galicia in o de o
se he popula ion and b eak he digi al di ide, which causes a signi ican social disin eg a ion be ween
u ban and u al a eas. I is p ecisely in u al a eas whe e he high ageing and low bi h a e explain he
high a e o depopula ion and he e y special condi ions o he schooling o he child popula ion.
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Abala P ojec and Reposi o y
In he case o Galicia, he Abala p ojec was c ea ed wi h he aim o p o iding suppo se ices o
he in eg a ion o ICT in schools h oughou he e i o y. A p ojec ha has been ope a ing o mo e han
en yea s, which has been e ol ing and cu en ly o e s, among o he issues: dynamic websi es whe e
he cen e p ojec s i s ac i i y; i ual class ooms sha ed by eache s and amilies wi h digi al didac ic
ma e ials (DDM), day o day class oom, e c; app o communica ion wi h amilies; ideo- con e encing
se ices; pla o ms o c ea e educa ional communi ies; pla o m o c ea e a social ne wo k o eache s;
digi al ex book o uppe g ades o p ima y educa ion and some cou ses o compulso y seconda y ed-
uca ion; he school in he cloud p ojec , which aims o imp o e lea ning h ough collabo a ion be ween
u al schools ha mainly educa e child en in ea ly childhood educa ion; and he Abala eposi o y,
which o e s DDM de eloped by he educa ion p o essionals hemsel es, ei he di ec ly o use in hei
class ooms o by pa icipa ing in aining ac i i ies ca ied ou by he egional go e nmen .
In he Abala space, du ing he decade o g ea es impulse o echnological in eg a ion in schools, i
was one o he main sou ces o DDM o eache s and schools. Abala is a eposi o y ha has a sea ch
menu ha acili a es accessibili y o he DDM. The selec ion o he ma e ial can be made on he basis
o di e en c i e ia: keywo ds can be used in he i le o desc ip ion o each ma e ial; in he o he a i-
ables we ind a ab in each o hem wi h di e en op ions o language, eaching, cou se, subjec , ype
o cou se and licence.
The Abala eposi o y cu en ly hos s 1810 DDM o all s ages o p e- uni e si y educa ion ca ied ou
be ween Sep embe 2010 and Decembe 2021. Fo yea s we ha e been analysing he DDM speci ically
aimed a 3 and 6 yea s old s uden s in Ea ly Childhood Educa ion (ECE). The 2018- 2019 academic yea
was he ime when mo e ECE ma e ials we e hos ed on Abala , amoun ing o 81 DDM, wi h a g adual
supp ession and li le upda ing aking place. The dynamics o he eposi o y allows each p o essional o
upload o dele e DDM ha hey own o ha a e al eady ou o da e. In ecen yea s, he implemen a ion
o in e nal ne wo ks be ween cen es and be ween eache s has con ibu ed o he ac ha ewe and
ewe DDM ha e been sha ed publicly in open access.
Ea ly Childhood Educa ion DDM in he Abala Reposi o y
In his i s sea ch, we ound ha he wo d psychomo ici y does no appea in he “subjec ” op ions.
This lack o he psychomo ici y op ion can be jus i ied om di e en pe spec i es, which a e explained
below:
1. ECE mus ollow a globalised me hodological app oach in which he wo k p ojec s in eg a e he
speci ic lea ning o each a ea, i is in eg a ed wi h he o he s o allow a complex knowledge o each
eali y, o each e en . In his sense, he p oposals ha op o globalisa ion, he subjec ma e o
each a ea o knowledge does no appea segmen ed, bu is in eg a ed wi h he o he s. Fo his ea-
son, a de ailed analysis o each didac ic p oposal is necessa y, whe e he con en s, objec i es and
compe encies o be wo ked on and acqui ed in each subjec ma e will be iden i ied.
2. In he ECE cu iculum un il Sep embe 2022, i was included as a con en in he a ea o Knowledge
and pe sonal au onomy. In he new legisla ion, psychomo ici y appea s as one o he gene al p in-
ciples o he s age ha guide he eaching- lea ning p ocesses.
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Wi h hese p emises in mind, we decided o analyse he 81 DDM aimed a Ea ly Childhood Educa-
ion ha we e in open access in he eposi o y, which we e hos ed on he pla o m a some poin . O all
o hem, we iden i ied hose ha explici ly include con en s o objec i es o ien ed o psychomo ici y
wo k wi h ECE s uden s om 3 o 6 yea s o age, ending up wi h 11 ma e ials. A e analysing each o
hem, we ound ha , in mos o hem, he con en s and objec i es o psychomo ici y ha e a esidual
alue in he p oposal o do no mee he cha ac e is ics o a DDM, and only one o hem does. This
ma e ial, mo eo e , is he only one ha is cu en ly open, en i led Psicomo icidade. This is a websi e in
he Galician language ha aims o b ing ECE eache s close o wha psychomo ici y is and o p esen ,
using ideos, examples o sessions wi h s uden s a his s age.
SOLUTIONS AND RECOMMENDATIONS
Based on his analysis, he ollowing ecommenda ions a e p oposed:
To use di e en ypes o esou ces, wi h di e en suppo s, o a ou he de elopmen o psycho-
mo ici y in child en.
To design and selec digi al eaching ma e ials o use ha :
- ake in o accoun di e si y and a e accessible om he ou pe spec i es p oposed on he basis o
uni e sal design o lea ning (cogni i e, senso y, physical and emo ional).
- conside he in eg al de elopmen o he child and psychomo o issues as a whole.
- a e speci ic o s uden s o he Ea ly Childhood Educa ion s age, based on hei psycho- e olu ion-
a y cha ac e is ics.
- a e con ex ualised and alue and p omo e he ichness o he s uden s' close con ex s.
FUTURE RESEARCH DIRECTIONS
Fu u e lines o esea ch should a emp o add ess he limi a ions ound in his wo k and he opics
eme ging om his esea ch. The i s o ien a ion would be o ocus a en ion beyond he ins i u ional
pla o ms, so as a p ospec i e i would be in e es ing o ex end he analysis o he o e made by publish-
e s o on open pla o ms. In addi ion, in bo h communi ies he e is a co- o icial language ha is he one
mos widely used in he esou ces o e ed on he pla o ms analysed, which, beyond he analysis ca ied
ou , opens up lines o u u e esea ch wi h espec o he p omo ion o languages in he digi al didac ic
ma e ials o e ed by he educa ional Adminis a ion. Ano he analysis ha would be in e es ing o ca y
ou in he u u e is ha o he DDM in Physical Educa ion o highe educa ional s ages, such as P ima-
y Educa ion o Compulso y Seconda y Educa ion, in which hese con en s a e speci ically linked o a
subjec . Finally, i is app op ia e o en e in o he deba e, s ill p esen , ega ding he e minology used in
Physical Educa ion in Ea ly Childhood, as opposed o la e s ages, delimi ing he meaning o psycho-
mo ici y a his s age, as well as he p o essionals in cha ge o i s de elopmen and he app oach gi en.
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