3-6岁是儿童身体发育和机能发展极为迅速的时期，是动作发展的“窗口期”，也是肌肉发展的“关键期”，发展幼儿基本动作技能，帮助形成体育活动习惯，为未来获得更高水平的基本及专业运动技能打下坚实基础，从而有利于终生健康。同时，动作发育是3-6岁幼儿体脑发育促进的关键指标群落，良好的动作发育如粗大动作、精细动作以及体态的发育等有利于身体、心理和神经的发展，对幼儿进行动作技能教育是促进3-6岁幼儿体脑发育的关键教育内容。因此，研发具有增龄性特点的3-6岁幼儿动作技能教育方案，既适应幼儿年龄发育特点，符合幼儿最近发展区又能够为3-6岁幼儿动作技能发展提供科学化干预指导。本研究将融入粗大动作技能、精细动作技能及体态三大维度教育内容创编具有增龄性特点的基于动作技能教育的3-6岁幼儿体脑发育促进方案，并验证其效果，为一线幼儿教师及家长提供参考及借鉴。

研究目的：

（1）设计具有增龄性特点的基于动作技能教育的3-6岁幼儿体脑发育促进方案。

（2）分析3-6岁幼儿动作技能、体质、脑发育状况，探究幼儿动作技能发展与体脑功能促进的影响因素。

（3）结合3-6岁幼儿体脑发育促进情况，分析方案实施效果，为幼儿教师进行幼儿体育课程方案设计提供借鉴和参考。

研究方法：

文献资料法、观察法、专家访谈法、问卷调查法、实验法、数理统计法。

针对本研究，实验组和对照组干预周期统一设置为12周，其中针对粗大动作技能的教育方案实施时间为每周2次，每次30分钟干预+30分钟器械操作及自由活动；精细动作的教育方案实施时间设置每周2次，每次大班30分钟，中班25分钟，小班20分钟；体态的教育方案时间设置为每周2次，每次30分钟+30分钟器械操作及自由活动。在此期间，实验组进行本干预方案内容，对照组在相同时间内进行幼儿园常规教学。同时，除干预时间内的教学方案不同以外，实验组与对照组其他课程及时间均安排一致。干预内容由研究人员统一培训一线幼儿教师后，由幼儿教师对各年龄班幼儿进行授课教学，与此同时本人通过视频资料监测教学过程。实验后通过组间及组内对比分析方案效果。并对实验前测体质较好及体质相对较弱幼儿进行近红外的测试，探究其前额叶血红蛋白浓度平均值的差异，以及血红蛋白浓度与粗大、精细动作技能、体态情况的相关性。

研究结果：

（1）幼儿身体素质层面

小班、中班、大班幼儿经12周干预后实验组实验后成绩在立定跳远、10米折返跑、双脚连续跳、网球掷远、握力、15米障碍跑、平衡木项目上成绩较实验前均有显著的提升P<0.01（大班男生立定跳远P<0.05；小班幼儿平衡木P>0.05不具显著性）。

小班、中班、大班幼儿实验组实验后成绩与对照组相比在立定跳远（大班男生P<0.05）、10米折返跑、双脚连续跳、网球掷远、握力、15米障碍跑（小班男生P<0.05）、平衡木项目上均具有显著提升（P<0.01）；但针对坐位体前屈项目，实验前后小班、中班男生、大班成绩均未见显著差异（P>0.05），但与对照组相比具有显著变化（小班幼儿及中班男生P<0.01；大班幼儿P<0.05）；中班女生实验组与对照组之间不具有显著差异（P>0.05），但是有成绩提升的趋势。说明本研究在身体素质层面（除坐位体前屈项目）的提升效果显著优于幼儿园常规教学方案。

（2）幼儿精细动作技能层面

经12周干预后实验组实验后在MABC-2总测评、手部精细动作、身体协调、动态静态平衡四项精细动作技能总指标上，中班及大班全体幼儿实验组实验后较实验前成绩有显著提升（P<0.01）；小班男生仅在MABC-2总测评、动态静态平衡项目上及小班女生仅在MABC-2总测评指标上成绩有明显提升（P<0.01）。

针对从属于上述4项总指标的10项具体精细动作指标来看，大班全体幼儿在（惯用手）投硬币、（非惯用手）投硬币、串珠子、描画、接豆袋、目标投掷、单腿平衡（表现好）、单腿平衡（另一条腿）、掂脚走路、双腿跳格10项指标上实验后较实验前成绩均有明显提升(P<0.01)；小班及中班全体幼儿在投硬币（非惯用手）、串珠子、目标投掷、单腿平衡（另一条腿）、掂脚走路、双腿跳格6项指标上，实验后较实验前成绩均有明显提升（P<0.01）；在投硬币（惯用手）指标上，中班男生实验后较实验前成绩均有显著提升（P<0.01）；在描画指标上，小班男生、女生及中班女生实验后较实验前成绩均有明显提高（P<0.01；P<0.05；P<0.05）。在单腿平衡（表现好）指标上，小班女生及中班幼儿实验后较实验前成绩均有明显提升(P<0.05；P<0.01)；对于小班、中班男生或女生而言，投硬币（惯用手）、描画、接豆袋、单腿平衡（表现好）几项指标实验前后差异不太显著。

经12周干预后，本研究方案对小班、中班、大班全体幼儿精细动作技能方面各项指标实验组对比对照组成绩均有明显的提高（P<0.01），说明本方案精细动作技能层面的提升效果优于幼儿园常规教学方案。

（3）幼儿体质层面

小班、中班、大班幼儿实验组经12周干预后在坐高、身高、体重（仅小班P>0.05）、胸围、上臂、肩胛、腹部皮脂厚度（仅中班幼儿P>0.05）指标上，均有显著变化（P<0.01）；针对BMI值仅小班幼儿（P<0.01）及中班男生（P<0.05）干预后有显著变化，其他幼儿变化均不明显；针对安静心率指标小班、中班幼儿经过干预后变化不明显（P>0.05），但呈现变慢趋势，大班幼儿变慢趋势较明显（P<0.05）。

经过12周干预后从小班、中班、大班幼儿整体看，在身高、胸围、上臂、肩胛、腹部皮脂厚度指标上实验组较对照组的促进效果更明显（P<0.05），针对坐高小班幼儿较对照组有明显提升（P<0.01）；在体重指标上仅大班较对照组有显著性变化（P<0.05），在BMI值上小班、中班幼儿实验组变化较对照组更明显（P<0.05）；安静脉搏指标小班、中班、大班幼儿较对照组变化并不明显（P>0.05），说明本研究方案对比对照组常规教学方案而言对小、中、大班幼儿身体形态方面有促进作用。

（4）幼儿体态层面

经过12周干预后，对小班幼儿体态有明显改善的指标为高低肩（P<0.01）、腿型（左）（P<0.05）、膝过伸（P<0.01）、头部侧倾（P<0.05）；对中班幼儿体态有显著改善的指标为脊柱异位（P<0.01）、骨盆侧倾（P<0.01）、头部前移（P<0.01）、腿型（右）(P<0.05)；对大班幼儿体态有显著改善的指标为骨盆侧倾（P<0.01）、头部前移（P<0.01）、腿型（左）（P<0.01）、腿型（右）、膝过伸（P<0.01）。

经12周干预后，本研究方案对实验组小班及大班全体幼儿体态9项指标的提升效果优于对照组，成绩均有显著改善；中班幼儿除男生圆肩这一体态指标实验组与对照组不具有显著性，但除此之外其他指标成绩均有显著性改善。说明本方案体态改善效果优于幼儿园常规教学方案。

（5）幼儿脑功能层面

使用f NIRS对体质发育水平较好及相对较弱的16名幼儿所测得的前额叶脑区平均血红蛋白浓度（HbO）平均值进行组间对比，两组幼儿之间的平均HbO存在显著差异（P<0.05）。发育水平较好幼儿双脚连续跳项目与HbO间存在显著的相关性，显著性（双侧）=0.001，其Pearson相关性为0.930，相关性呈正相关。发育水平较好幼儿高低肩指标与HbO之间存在显著的相关性，显著性（双侧）=0.039，Pearson相关性分别为0.733，相关性呈正相关。

研究结论：

本研究在遵从儿童生长发育里程碑、儿童发育敏感期、动作技能发展规律及顺序的基础上结合幼儿园体育教学现状，以安全性、科学性、有趣性为原则，把握小、中、大班幼儿动作技能发展主线，以体能大循环和靶向运动干预为主旨，通过情境融入游戏及竞赛的形式，从粗大动作技能教育、精细动作技能教育、体态教育三方面，制定了一套基于动作技能教育的3-6岁幼儿体脑发育促进方案。

通过基于动作技能教育的3-6岁幼儿体脑发育促进方案能够有效促进幼儿动作技能的提升（包括身体素质及精细动作技能），幼儿体质的提升（包括幼儿身体形态指标、身体机能指标及幼儿体态），同时幼儿动作技能提升与脑功能具有相关性，其中双脚连续跳成绩越好前额叶脑区平均血红蛋白浓度越高，高低肩改善效果越好，前额叶脑区平均血红蛋白浓度越高。

It is a "window period" for movement development and a "critical period" for muscle development. Developing basic movement skills for young children helps form habits for physical activity and provides a solid foundation for acquiring higher levels of basic and professional movement skills in the future. The development of basic motor skills helps to form habits for physical activity, and provides a solid foundation for acquiring higher levels of basic and specialized motor skills in the future, thus contributing to lifelong health. At the same time, motor development is a key indicator group for the development of the body and brain of 3-6 year olds, and good motor development, such as gross and fine motor and postural development, is conducive to physical, mental and neurological development, and motor skills education for young children is a key educational component for the development of the body and brain of 3-6 year olds. Therefore, the development of an age-increasing motor skills education program for 3-6 year olds is not only adapted to the developmental characteristics of young children, but also fits into their nearest developmental zone and provides scientific intervention guidance for motor skills development of 3-6 year olds. In this study, we will create an age-appropriate motor skills education program for 3-6 year olds that incorporates gross motor skills, fine motor skills, and posture, and validate its effectiveness to provide reference and reference for front-line teachers and parents.

Objectives:

(1) To design a motor skill education-based somato-cerebral development promotion program for 3-6 year olds with age-increasing characteristics.

(2) To analyze the development of motor skills, physical fitness, and brain development of 3-6 year old children, and to investigate the factors influencing the development of motor skills and the promotion of body-brain function in young children.

(3) To analyze the implementation effect of the program in the context of the promotion of body-brain development of 3-6-year-old children, and to provide reference and reference for early childhood teachers in the design of early childhood physical education programs.

Methods:

Literature method, observation method, expert interview method, questionnaire method, experimental method, and mathematical and statistical method.

For this study, the intervention period was set to 12 weeks for both experimental and control groups, in which the educational program for gross motor skills was implemented twice a week, 30 minutes of intervention each time + 30 minutes of equipment operation and free activities; the educational program for fine motor was set twice a week, 30 minutes each time for large classes, 25 minutes for medium classes, and 20 minutes for small classes; the educational program for physical posture was set to The educational program of physical posture was set twice a week, 30 minutes each time + 30 minutes of equipment operation and free activities. During this period, the experimental group carried out the content of this intervention program, and the control group carried out the regular kindergarten teaching during the same time. The experimental group and the control group had the same curriculum and time schedule, except for the different instructional program during the intervention time. The intervention content was taught by the kindergarten teachers in each age group after the researchers trained the frontline kindergarten teachers, and the teaching process was monitored by myself through video materials. The effects of the program were analyzed through inter- and intra-group comparisons after the experiment. NIR tests were also conducted on pre-experimental pre-tested children with better and weaker physical fitness to investigate the differences in mean prefrontal hemoglobin concentrations and the correlation between hemoglobin concentrations and gross and fine motor skills and postural conditions.

Results:

(1) Children's physical fitness level

After 12 weeks of intervention, the experimental group's post-experimental scores in standing long jump, 10-meter round-trip run, double-legged jump, tennis ball toss, grip strength, 15-meter obstacle run, and balance beam had significant improvement compared with the pre-experimental group (P<0.01 for large boys in standing long jump; P>0.05 for small children in balance beam was not significant).

Compared with the control group, the experimental groups of small, middle and large children showed significant improvements in the long jump (P<0.05 for large boys), 10-meter round-trip run, double-legged jump, tennis ball toss, grip strength, 15-meter obstacle run (P<0.05 for small boys) and balance beam (P<0.01); however, for the seated forward bend, there were no significant differences in the performance of small, middle and large children before and after the experiment. However, for the sit-up-and-down program, no significant differences were found between the experimental group and the control group (P>0.05), but there were significant changes compared with the control group (P<0.01 for small children and middle class boys; P<0.05 for large children); there were no significant differences between the experimental group and the control group for middle class girls (P>0.05), but there was a trend of improvement in performance. This indicates that the improvement effect of this study at the physical quality level (except for the sitting forward bend item) is significantly better than that of the regular kindergarten teaching program.

(2) Fine motor skill level of children

After 12 weeks of intervention, all children in the middle and older classes showed a significant increase in the MABC-2 total assessment, hand fine motor, body coordination, and dynamic static balance (P<0.01) compared with the pre-experimental level; boys in the younger classes only showed a significant increase in the MABC-2 total assessment and dynamic static balance, and girls in the younger classes only showed a significant increase in the MABC-2 total assessment (P<0.01). (P<0.01).

With respect to the 10 specific fine motor indicators belonging to the four total indicators mentioned above, all children in the large class showed significant (P<0.01) improvement after the experiment compared with the pre-experimental performance on the 10 indicators of coin throwing (dominant hand), coin throwing (non-dominant hand), bead stringing, tracing, bean bag catching, target throwing, single leg balance (good performance), single leg balance (other leg), paw walking, and double leg hopping; In the six indicators of coin throwing (non-dominant hand), bead stringing, target throwing, single-leg balancing (other leg), foot walking, and double-leg skipping, all children in the Primary and Middle classes showed significant improvement after the experiment compared with the pre-experimental scores (P<0.01); in the indicator of coin throwing (dominant hand), the boys in the Middle class showed significant improvement after the experiment compared with the pre-experimental scores (P<0.01); in the indicator of tracing, the boys in the Primary class, the girls in the Middle class, and the girls in the Middle class all showed significant improvement compared with the pre-experimental scores (P<0.01); in the indicator of tracing boys, girls and middle class girls all showed significant improvement in performance after the experiment compared with that before the experiment (P<0.01; P<0.05; P<0.05). On the index of one-legged balance (good performance), both small class girls and middle class children showed significant improvement in performance after the experiment compared with that before the experiment (P<0.05; P<0.01); for small class and middle class boys or girls, the differences before and after the experiment were less significant for the indexes of coin tossing (usual hand), tracing, bean bag catching, and one-legged balance (good performance).

After 12 weeks of intervention, the experimental group showed significant improvement in all indicators of fine motor skills for all children in small, middle and large classes compared with the control group (P<0.01), indicating that the improvement effect of this program at the level of fine motor skills was better than that of the conventional kindergarten teaching program.

(3) Physical fitness level of young children

After 12 weeks of intervention, there were significant changes (P<0.01) in sitting height, height, weight (P>0.05 for small children only), chest circumference, upper arm, scapula, and abdominal sebum thickness (P>0.05 for middle children only) in the experimental groups of small, middle, and large children; for BMI values, there were significant changes after intervention only for small children (P<0.01) and middle boys (P<0.05), but not for other children. For the quiet heart rate index, there was no significant change in small and middle class children after the intervention (P>0.05), but there was a trend of slowing down, and the trend of slowing down in large class children was more significant (P<0.05).

After 12 weeks of intervention, the experimental group had more significant promotion effect than the control group in height, chest circumference, upper arm, scapula, and abdominal sebum thickness indexes (P<0.05), and for sitting height small class children had significant improvement compared with the control group (P<0.01); in weight indexes only the large class had significant changes compared with the control group (P<0.05), and in BMI value The change in BMI was more significant in the experimental group than in the control group for small and middle class children (P<0.05); the change in quiet pulse index was not significant in small, middle and large class children compared with the control group (P>0.05), indicating that this study program has a promotion effect on the physical morphology of small, middle and large class children compared with the conventional teaching program of the control group.

(4) Posture level of young children

After 12 weeks of intervention, the indicators that significantly improved the posture of small children were high and low shoulder (P<0.01), leg shape (left) (P<0.05), knee hyperextension (P<0.01), and lateral head tilt (P<0.05); the indicators that significantly improved the posture of middle children were spinal heterotaxy (P<0.01), lateral pelvic tilt (P<0.01), forward head shift (P<0.01) (P<0.05), and leg shape (right) (P<0.05); the indicators that significantly improved the posture of the older children were lateral pelvic tilt (P<0.01), anterior head shift (P<0.01), leg shape (left) (P<0.01), leg shape (right), and knee hyperextension (P<0.01).

After 12 weeks of intervention, this study program was more effective than the control group in improving the 9 indicators of physical posture of all children in the experimental group of small and large classes, with significant improvement in all the scores; the middle class children had significant improvement in the scores of all the indicators except for the indicator of physical posture of boys with round shoulders, which was not significant between the experimental group and the control group. This indicates that the effect of improving physical posture in this program is better than that of the regular kindergarten teaching program.

(5) Levels of brain function in young children

The mean hemoglobin concentration (HbO) in the prefrontal brain region measured in 16 toddlers with better and relatively weaker levels of physical development was compared between groups using f NIRS, and there was a significant difference in mean HbO between the two groups (p<0.05). There was a significant correlation between the continuous bipedal hopping item and HbO in the better developed children, with a significance (bilateral) = 0.001 and a positive Pearson correlation of 0.930. There was a significant correlation between the high and low shoulder index and HbO in the better developed toddlers, with significance (bilateral) = 0.039 and a positive Pearson correlation of 0.733, respectively.

Conclusions:

This study combines the current situation of kindergarten physical education with the principles of safety, science and fun, and grasps the main line of motor skill development in elementary, middle and older classes based on the milestones of child growth and development, child development sensitive period, and the rules and sequence of motor skill development, and takes physical fitness cycle and targeted movement intervention as the main theme. The program is based on motor skills education, fine motor skills education, and physical education, and is designed to promote the physical and brain development of 3-6 year olds.

The program can effectively promote the improvement of children's motor skills (including physical fitness and fine motor skills) and the improvement of children's physical fitness (including children's physical morphological indexes, physical function indexes and children's physical posture). The higher the concentration of high and low shoulders, the better the improvement effect, and the higher the average hemoglobin concentration in the prefrontal brain area.