<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0864-0300</journal-id>
<journal-title><![CDATA[Revista Cubana de Investigaciones Biomédicas]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Cubana Invest Bioméd]]></abbrev-journal-title>
<issn>0864-0300</issn>
<publisher>
<publisher-name><![CDATA[ECIMED]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0864-03002019000200104</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Influencia de la música en el desarrollo motriz y emocional en niños de 8-10 años]]></article-title>
<article-title xml:lang="en"><![CDATA[Influence of music on the motor and emotional development of 8-10 year-old children]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Panchi Culqui]]></surname>
<given-names><![CDATA[Willams Ernesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lara Chala]]></surname>
<given-names><![CDATA[Lilia del Rosario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Panchi Culqui]]></surname>
<given-names><![CDATA[Juan Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Panchi Culqui]]></surname>
<given-names><![CDATA[Roberto Clodoveo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villavicencio Álvarez]]></surname>
<given-names><![CDATA[Víctor Emilio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Central del Ecuador Facultad de Cultura Física ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Central del Ecuador Facultad de Artes ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica del Ecuador Facultad Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de las Fuerzas Armadas ESPE  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>38</volume>
<numero>2</numero>
<fpage>104</fpage>
<lpage>121</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-03002019000200104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-03002019000200104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-03002019000200104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  El desarrollo motriz y emocional en niños es esencial para las ciencias sociales, al potenciar mediante diferentes métodos las capacidades físicas y las habilidades sociales. La música podría ser un método motivacional significativo para mejorar aspectos motrices y emocionales.  Objetivo:  Determinar la influencia de la música en el desarrollo emocional y motriz de los niños de 8 a 10 años.  Métodos:  Bajo un muestreo intencional no probabilístico, se seleccionan 40 niños para un grupo de control y 41 para un grupo experimental (rango etario: 8-10 años) con respuestas psicomotrices y emocionales similares en ambos grupos independientes. Se implementa un programa de intervención psicomotriz y emocional (periodo académico 2017-2018) igual para ambos grupos, cuya única diferencia fue que se enfatizó en estímulos musicales motivacionales al grupo experimental.  Resultados:  Friedman demostró diferencias significativas en el pretest y el postest de ambos grupos independientes (p= 0,000) a favor de categorías negativas (Pretest) y positivas (postest). En ambos grupos independientes existieron mejoras significativas en las categorías estudiadas, destacándose las categorías &#8220;Muy Satisfactorio&#8221; y &#8220;Satisfactorio&#8221;, aunque el grupo experimental mostró mejores rangos promedios en las categorías positivas &#8220;Muy Satisfactorio&#8221; (E= 22,60; C= 18,40), &#8220;Satisfactorio&#8221; (E= 23,65; C= 17,35), y menores rangos promedios en las categorías negativas (&#8220;Poco Satisfactorio&#8221;: E= 14,16; C= 26,40, &#8220;Nada Satisfactorio&#8221; E= 17,70; C= 23,30), aunque en la categoría &#8220;Poco Satisfactorio&#8221; sí existieron diferencias significativas (r= 0,001) a favor del grupo experimental.  Conclusiones:  Se evidencia las potencialidades de la música como método docente-educativo, al obtener el grupo experimental mejores criterios psicomotrices y emocionales que los obtenidos por el grupo de control.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Child motor and emotional development is essential to social sciences, since a variety of methods may be applied to strengthen physical capacities and social skills. Music could be a significant motivational method to improve motor and emotional aspects.  Objective:  Determine the influence of music on the motor and emotional development of 8-10 year-old children.  Methods:  Forty children were selected by intentional non-probabilistic sampling to form a control group (C), and 41 were selected to form an experimental group (E) (age range: 8-10 years). Psychomotor and emotional responses were similar in the two independent groups. A psychomotor and emotional intervention program was implemented in the academic year 2017-2018. The program was basically the same for the two groups, except that in the experimental group emphasis was placed on motivational musical stimuli.  Results:  The Friedman test found significant differences between the two independent groups in the pretest and the post-test (p= 0.000), with negative categories prevailing in the pretest and positive categories in the post-test. Both independent groups underwent significant improvement in the study variables, with a predominance of the "Very satisfactory" and "Satisfactory" categories. The experimental group, however, exhibited better average ranges in the positive categories of "Very satisfactory" (E= 22.60; C= 18.40) and "Satisfactory" (E= 23.65; C= 17.35), and lower average ranges in the negative categories "Scarcely satisfactory" (E= 14.16; C= 26.40) and "Not satisfactory" (E= 17.70; C= 23.30), though the "Scarcely satisfactory" category did show significant differences (r= 0.001) in favor of the experimental group.  Conclusions:  Evidence is provided of the potential of music as a teaching-learning method, since the experimental group obtained better psychomotor and emotional results than the control group.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[música]]></kwd>
<kwd lng="es"><![CDATA[desarrollo motriz]]></kwd>
<kwd lng="es"><![CDATA[desarrollo emocional]]></kwd>
<kwd lng="es"><![CDATA[niños]]></kwd>
<kwd lng="en"><![CDATA[music]]></kwd>
<kwd lng="en"><![CDATA[motor development]]></kwd>
<kwd lng="en"><![CDATA[emotional development]]></kwd>
<kwd lng="en"><![CDATA[children]]></kwd>
</kwd-group>
</article-meta>
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