Teaching Strategies in The Metaverse For Children With Psychomotor Deficiencies in Early Childhood Education: An Innovative Approach To Motor and Cognitive Development

Abstract

The metaverse has currently become an educational tool of great relevance, which allows the design of immersive and adapted virtual environments to promote the cognitive and motor development of children with psychomotor deficiencies. The present research carries out a systematic review of the literature, under the PRISMA methodology, through questions to identify recent studies on the Metaverse in Early Childhood Education and its feasibility in the teaching-learning process using specific search operators (AND, OR, NOT) in three phases. In the first phase, according to the number of articles, 180 articles were identified, of which 35 duplicate documents were eliminated as the first step of the second phase, leaving 29 according to their eligibility. Finally, in the last phase, according to the number of articles related to the topic of the Metaverse in Early Childhood Education; Psychomotor and cognitive development, 20 articles were obtained. Therefore, it is determined that the Metaverse allows multisensory and interactive experiences that promote symbolic learning. These technologies promote inclusion by allowing content and activities to be adapted to the specific abilities of each child.