Fostering Learning Motivation Through Teaching Strategies in Students at Huaca Educational Unit

Abstract

At Mariscal Sucre Educational Unit, difficulties were identified in fine motor skills among children aged 4 to 5, particularly in object manipulation, hand-eye coordination, and the control of fine movements. In addition, limited use of diverse graphic-plastic techniques was observed in teaching practice. The objective was to design a didactic strategy based on plastic arts to support the development of fine motor skills. A mixed-methods study with a non-experimental, cross-sectional, descriptive design was conducted. Participants included 35 Early Childhood Education students, 15 teachers, and one school administrator. Data were collected through an observation guide, a questionnaire, and an interview. The results showed motor difficulties in some students and a predominance of crayon drawing over techniques such as collage, tearing, and paper cutting. Based on the diagnosis, a strategy was designed incorporating drawing, tracing, paper cutting, tearing, and collage activities, complemented by teacher guidance. The proposal was favorably evaluated by two specialists. It was concluded that the strategy is pedagogically appropriate for subsequent implementation, although its effectiveness should be verified through intervention and evaluation.