Pedro Flores ^1* Eduarda Coelho ² Maria Isabel M. Carvalhal ² Pedro Forte ^1*

• ¹ Higher Institute of Educational Sciences of the Douro, Penafiel, Porto, Portugal
• ² University of Trás-os-Montes and Alto Douro, Vila Real, Portugal

Poor maths skills are associated with negative outcomes throughout life, such as lower academic qualifications, decreased professional success and socio-economic results. Mathematical skills emerge continuously throughout childhood and those that children acquire in pre-school are crucial for activities that support analytical thinking, problemsolving and reasoning and argumentation skills. Many of these activities are related to motor skills, since certain cognitive and motor areas of the brain are activated simultaneously when solving maths problems. Of all motor skills, visuomotor integration skills have been documented as those that are most consistently positively and significantly associated with maths performance in pre-school children. These skills are influenced by visual perception (spatial and attention skills), fine motor coordination and gross motor skills. Early intervention can improve visuomotor integration skills in preschool children. Of all skills that make up visuomotor integration, spatial skills, in addition to being the first skills to influence numerical knowledge and the recognition of geometric shapes, are also those skills that form part of the majority of programmes and activities to be worked on with pre-school children for the development of mathematical concepts. However, most intervention programmes or activities to develop spatial skills are carried out in the classroom, usually through activities involving handling small objects. In this sense and given the significant association between visuomotor integration skills and gross motor skills, the main objective of this study was to list a set of activities to develop spatial skills, with a strong involvement of gross motor skills, in a classroom, playground or home context.