Xiaoyan Ou
Teachers College, Dazhou Vocational and Technical College, Dazhou, Sichuan, 635001, China

DOI:https://doi.org/10.5912/jcb2013


Abstract:

This study introduces a novel synergistic pedagogical framework that integrates life education with preschool education, capitalizing on biotechnological advancements in understanding early childhood development. Recognizing that movement development in early childhood is intricately linked to the maturation of the nervous, sensory, and motor systems, this research constructs a teaching framework that incorporates biotechnological insights to enhance motor skill development in young children. The study conducted a detailed analysis of preschool children's movement development across three dimensions: physical fitness, balance, and gross motor skills. Empirical data were collected before and after the intervention, revealing significant improvements in both boys and girls. Boys showed increases in gross motor total scores, displacement motor scores, and control motor scores by 8.15, 7.22, and 1.24 points, respectively. Similarly, girls exhibited increases in gross motor total scores and displacement motor scores by 8.25 and 5.76 points, respectively, although control motor scores slightly decreased by 0.71 points. The results underscore the efficacy of this biotechnologically informed pedagogical approach in fostering healthy physical development among preschoolers. By integrating life education with specific, targeted movement development activities, the study not only supports the physical growth of young children but also sets a foundation for lifelong learning and health. This synergy between life education and preschool education, enhanced by biotechnological methods, offers significant potential for developing comprehensive educational strategies that support early childhood development at both physiological and cognitive levels.