The contribution of rhythmic gymnastics to the psychomotor development of preschool or kindergarten students

Psychomotor development in preschool boys and girls is decisive in the maturity of motor, socio-affective, creative and expressive skills at five years of age; stage in which motor and socio-affective development milestones allow successful access to schooling. Given this, the present study aimed to identify the relationship of Rhythmic Gymnastics (RG) in the development of psychomotor skills in preschool children. Considering that this sport relates motor skills with harmonious, coordinated movements and the psyche, so that children adapt to their context in a harmonious and flexible way, feeling safe, stable, autonomous and independent by achieving maturity in motor skills such as laterality, directionality and balance. The methodology was based on a quantitative approach, with a quasi-experimental design, by determining an intentional non-probabilistic sample of 12 students to whom the Harris test was applied, which allowed determining the lateral dominance of the eye, hand and foot. The results revealed that working with GR at this level of study allows the development of skills with performance criteria of the socio-affective and motor areas, defining homogeneous laterality (left-handed / right-handed) more quickly. In conclusion, it is predicted that preschool children who worked GR will be successful in the reading-writing preparation processes, for this reason the incorporation of GR as a methodological strategy at this level of study is viable.