Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 14-24 2025
https://doi.org/10.62574/zt17y609
14
Early stimulation in the gross psychomotor development of infants aged 1
and 2 years
Estimulación temprana en el desarrollo psicomotor grueso de infantes de
1 y 2 años
Juddy Elizabeth Pico-Jaramillo
jepico@uce.edu.ec
Universidad Central del Ecuador, Quito, Pichincha, Ecuador
https://orcid.org/0009-0008-3244-5609
Elvin Moreira-Alcivar
efmoreiraa@uce.edu.ec
Universidad Central del Ecuador, Quito, Pichincha, Ecuador
https://orcid.org/0009-0001-2822-0131
Katherine Liliana Núñez-Acosta
klnuneza@uce.edu.ec
Universidad Central del Ecuador, Quito, Pichincha, Ecuador
https://orcid.org/0009-0002-2654-1609
Natalia Carolina Rodríguez-Rivas
ncrodriguez@uce.edu.ec
Universidad Central del Ecuador, Quito, Pichincha, Ecuador
https://orcid.org/0009-0003-0008-9068
ABSTRACT
This article aims to analyse the importance of early stimulation in the gross psychomotor
development of 1- and 2-year-old infants, with an emphasis on Ecuadorian education. Through a
documentary review of 25 scientific studies, the main strategies and benefits of early intervention
in infant motor development were identified. It is highlighted that adequate stimulation promotes
the acquisition of fundamental motor skills, such as walking, running and jumping, which positively
influences children's autonomy and emotional well-being. In Ecuador, the implementation of early
stimulation programmes is important, especially in rural areas, to reduce educational inequalities.
Therefore, early stimulation is important for the comprehensive development of children, ensuring
better academic and social performance throughout their lives.
Descriptors: preschool children; nursery schools; day nurseries. (Source: UNESCO Thesaurus).
RESUMEN
Este artículo aborda como objetivo de investigación analizar la importancia de la estimulación
temprana en el desarrollo psicomotor grueso de infantes de 1 y 2 años con énfasis en la
educación ecuatoriana. A través de una revisión documental de 25 estudios científicos, se
identificaron las principales estrategias y beneficios de la intervención temprana en el desarrollo
motor de los infantes. Se destaca que la estimulación adecuada favorece la adquisición de
habilidades motrices fundamentales, como caminar, correr y saltar, lo cual influye positivamente
en la autonomía y el bienestar emocional de los niños. En el Ecuador, la implementación de
programas de estimulación temprana es importante, especialmente en zonas rurales, para
reducir las desigualdades educativas. Por lo tanto, la estimulación temprana es importante para
el desarrollo integral de los niños, permitiendo garantizar un mejor rendimiento académico y
social a lo largo de su vida.
Descriptores: niño en edad preescolar; escuela de párvulos; guardería infantil. (Fuente: Tesauro
UNESCO).
Received: 02/03/2025. Revised: 11/03/2025. Approved: 01/04/2025. Published: 03/05/2025.
Review articles
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 14-24, 2025
Estimulación temprana en el desarrollo psicomotor grueso de infantes de 1 y 2 años
Early stimulation in the gross psychomotor development of infants aged 1 and 2 years
Juddy Elizabeth Pico-Jaramillo
Elvin Moreira-Alcivar
Katherine Liliana Núñez-Acosta
Natalia Carolina Rodríguez-Rivas
15
INTRODUCTION
Psychomotor development in early childhood is a fundamental pillar in children's
education, especially between the ages of 1 and 2, when significant advances
are made in the acquisition of gross motor skills. In the Ecuadorian context, early
stimulation is an essential pedagogical approach to promoting children's
comprehensive development, considering their physical, cognitive, and emotional
aspects. Gross motor skills, such as walking, running, jumping and climbing, are
essential not only for physical mobility, but also for the development of autonomy,
spatial awareness and social interaction (Ávila-Guamán & Cazarez-Valdiviezo,
2024).
In this regard, the Ecuadorian education system has begun to recognise the
importance of early stimulation for psychomotor development, incorporating
strategies that promote children's growth from the earliest stages of life. However,
significant challenges remain, especially in rural areas of the country, where
educational and health resources are limited, while the implementation of quality
early stimulation programmes in all regions of Ecuador is essential to close the
inequality gap and ensure that all children, regardless of their geographical
location or socioeconomic status, have the necessary opportunities to develop
fully (Pérez-De-La-Cruz, Ramírez, & Maldonado, 2020).
Based on the above, the research objective is to analyse the importance of early
stimulation in the gross psychomotor development of 1- and 2-year-old infants,
with an emphasis on Ecuadorian education.
Theoretical framework
Psychomotor development in early childhood is a fundamental process for
children's well-being and comprehensive learning. In this sense, early stimulation,
especially in the area of gross motor skills, plays a crucial role in infant
development, particularly between the ages of 1 and 2. Gross motor skills include
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 14-24, 2025
Estimulación temprana en el desarrollo psicomotor grueso de infantes de 1 y 2 años
Early stimulation in the gross psychomotor development of infants aged 1 and 2 years
Juddy Elizabeth Pico-Jaramillo
Elvin Moreira-Alcivar
Katherine Liliana Núñez-Acosta
Natalia Carolina Rodríguez-Rivas
16
activities such as walking, jumping, running, and coordinating the movement of
large muscle groups, which are the basis for other skills that will develop later
(Ávila-Guamán & Cazarez-Valdiviezo, 2024). In the Ecuadorian context, the
psychomotor development of young children is directly influenced by access to
and the quality of available early stimulation programmes.
The Importance of Early Stimulation
Early stimulation consists of a set of practices that promote the physical, mental,
and emotional development of children from the earliest years of life. In Ecuador,
the importance of this type of intervention has been recognised in various studies,
which show that activities designed to promote motor development not only
improve physical skills but also promote autonomy and cognitive skills in children
(Moretti, Lechuga, & Torrecilla, 2020). Early experiences of interaction, such as
games involving jumping, running or using balls, help to strengthen motor
coordination and spatial perception (Chávez-Choccelahua et al., 2023). These
types of games, especially when played in an appropriate educational context,
also help to improve children's emotional well-being, promoting self-confidence
and self-esteem.
In Ecuador, the education system has begun to include these practices in early
childhood education programmes, especially in urban areas, although challenges
remain in rural areas where access to educational resources and programmes is
limited (Pérez-De-La-Cruz, Ramírez, & Maldonado, 2020). However, the
implementation of early stimulation programmes in these areas could significantly
improve children's psychomotor development, allowing more infants to develop
fundamental motor skills from an early age.
Psychomotor development in children aged 1 and 2
Children aged 1 and 2 are at a crucial stage in the development of gross motor
skills, which are essential for their independence and for learning more complex
skills. In this regard, early stimulation has a positive impact on the acquisition of
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 14-24, 2025
Estimulación temprana en el desarrollo psicomotor grueso de infantes de 1 y 2 años
Early stimulation in the gross psychomotor development of infants aged 1 and 2 years
Juddy Elizabeth Pico-Jaramillo
Elvin Moreira-Alcivar
Katherine Liliana Núñez-Acosta
Natalia Carolina Rodríguez-Rivas
17
motor skills such as walking, running, and jumping, which are fundamental for
social interaction and performance in later education (Gadre & Deshpande,
2023). Research agrees that gross motor skills are an essential component of
cognitive development, as they allow children to explore and better understand
the space around them (Kara et al., 2019).
On the other hand, it is important to note that early stimulation, both at home and
in educational settings, helps children develop a greater ability to regulate their
emotions, which promotes their social and school integration (Haibach-Beach et
al., 2019). This is why the implementation of early childhood stimulation
programmes is essential, as it allows children to improve their motor skills while
developing emotional and cognitive competencies.
Sociocultural and environmental factors in early stimulation
The context in which children develop has a significant impact on their learning
and motor development. In Ecuador, where cultural diversity and social inequality
can influence access to educational and health services, early interventions must
be adapted to the socioeconomic and cultural realities of each community. Active
family participation in the educational process is essential to maximise the
benefits of early stimulation (Klingberg et al., 2019), while families that actively
participate in psychomotor stimulation activities at home tend to create a more
stimulating environment that promotes children's learning (Pisoni et al., 2021).
METHOD
This research was conducted through a qualitative documentary review, aimed
at analysing 25 scientific documents that address early stimulation in the gross
psychomotor development of children aged 1 to 2 years. The main focus was on
identifying the main strategies, methodologies and results reported by the
research on the stimulation of gross motor skills at this stage of childhood,
contextualising them within the Ecuadorian education system. The following
inclusion criteria were established for the selection of documents:
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 14-24, 2025
Estimulación temprana en el desarrollo psicomotor grueso de infantes de 1 y 2 años
Early stimulation in the gross psychomotor development of infants aged 1 and 2 years
Juddy Elizabeth Pico-Jaramillo
Elvin Moreira-Alcivar
Katherine Liliana Núñez-Acosta
Natalia Carolina Rodríguez-Rivas
18
Thematic relevance: The selected studies had to address early stimulation in the
context of gross psychomotor development in children aged 1 to 2 years,
specifically in areas such as gross motor skills, fundamental motor skills, and
early intervention programmes.
Year of publication: Documents published between 2010 and 2024 were
prioritised in order to ensure the relevance of the approaches and methodologies
used.
Type of document: Scientific articles, systematic reviews, doctoral theses, and
research reports in indexed journals and peer-reviewed academic conferences
were included.
Language: Only documents in Spanish and English were considered to ensure
accessibility and relevance in the Ecuadorian and Latin American context.
Review procedure
The search for documents was carried out through recognised academic
databases, such as Google Scholar, PubMed, Scopus, and Dialnet, using
keywords such as ‘early stimulation’, ‘gross psychomotor development’, ’ gross
motor skills in early childhood,‘ “early intervention in children,” and “psychomotor
stimulation programmes in children”; constructing (’early stimulation‘ OR “early
intervention”) AND (’gross motor development’ OR “psychomotor development”)
AND (infants OR “children aged 1 and 2 years”) AND (education OR “educational
programmes”).
Data such as the study objectives, the population analysed, the methodologies
used, the main results and the recommendations made were extracted from each
article. Once the documents had been selected, a documentary analysis was
carried out to organise the information and present it in the results section.
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 14-24, 2025
Estimulación temprana en el desarrollo psicomotor grueso de infantes de 1 y 2 años
Early stimulation in the gross psychomotor development of infants aged 1 and 2 years
Juddy Elizabeth Pico-Jaramillo
Elvin Moreira-Alcivar
Katherine Liliana Núñez-Acosta
Natalia Carolina Rodríguez-Rivas
19
RESULTS
Early stimulation in gross psychomotor development in children aged 1 and 2 has
been widely recognised for its positive impact on the overall development of
infants, especially in gross motor skills. Psychomotor development during the first
years of life lays the foundation for children's cognitive, emotional, and social
growth (Ávila-Guamán & Cazarez-Valdiviezo, 2024). In this regard, it has been
shown that adequate stimulation during this stage can significantly influence
motor development trajectories (Gadre & Deshpande, 2023), being essential for
improving coordination and balance, key elements in gross motor skills (Chávez-
Choccelahua et al., 2023).
In this context, it has been shown that playful activities and early intervention in
psychomotor development can improve children's motor performance, which in
turn has an impact on their ability to learn more complex skills at later ages (Pisoni
et al., 2021; Soplin-Ríos et al., 2022). Likewise, the implementation of early
stimulation programmes involving both parents and health and education
professionals has been shown to be more effective than individual interventions
(Kara et al., 2019). This comprehensive approach has led to improvements in
gross motor skills, while promoting children's emotional and social well-being,
better preparing them for future educational challenges (Moretti, Lechuga, &
Torrecilla, 2020).
On the other hand, the relationship between early stimulation and psychomotor
development not only affects children in normal situations, but is also crucial for
infants with health conditions that could hinder their motor development (Brien et
al., 2024; Haibach-Beach et al., 2019). Early intervention programmes, such as
those implemented in various parts of the world, have demonstrated remarkable
effectiveness in improving gross motor skills in children with cerebral palsy and
other developmental disorders (Ganc et al., 2021). In the case of children with
hearing impairments, for example, interventions have also shown positive effects
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 14-24, 2025
Estimulación temprana en el desarrollo psicomotor grueso de infantes de 1 y 2 años
Early stimulation in the gross psychomotor development of infants aged 1 and 2 years
Juddy Elizabeth Pico-Jaramillo
Elvin Moreira-Alcivar
Katherine Liliana Núñez-Acosta
Natalia Carolina Rodríguez-Rivas
20
in improving their motor coordination (Elisa et al., 2002), highlighting the universal
importance of early stimulation.
It is important to note that family factors play a fundamental role in the success
of these interventions; therefore, the involvement of caregivers in early
stimulation is closely linked to a better prognosis in children's psychomotor
development, reinforcing the need for close collaboration between professionals
and families (Klingberg et al., 2019; Valla et al., 2017). In this regard, training
parents to carry out stimulation activities at home can complement the actions
taken in educational and health settings, creating an enriched environment for
children's development.
On the other hand, it is important to bear in mind that gross motor skills are
essential for children's physical and cognitive development, as they facilitate not
only the learning of fine motor skills, but also sensory integration and adaptation
to the environment (Hernández-Tulcán & Flores-Alarcón, 2024). This is
particularly evident in studies that observe the impact of early stimulation on
children aged 1 to 3 years, which highlight the improvement of gross motor
functions as an indicator of the effectiveness of these interventions (Cedeño-
Roldán & Reyes-Meza, 2022; Pérez-De-La-Cruz, Ramírez, & Maldonado, 2020).
From a public policy perspective, the implementation of early stimulation
programmes in Ecuador could have a significant impact on the psychomotor
development of children, especially in rural areas where access to educational
and medical resources is limited. The integration of these programmes in schools
and communities could improve not only motor development but also the overall
quality of education, laying the foundations for meaningful learning and
comprehensive development throughout life (Jara-Fuentes & Lepe-Martínez,
2022).
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 14-24, 2025
Estimulación temprana en el desarrollo psicomotor grueso de infantes de 1 y 2 años
Early stimulation in the gross psychomotor development of infants aged 1 and 2 years
Juddy Elizabeth Pico-Jaramillo
Elvin Moreira-Alcivar
Katherine Liliana Núñez-Acosta
Natalia Carolina Rodríguez-Rivas
21
CONCLUSION
Early stimulation in the gross psychomotor development of 1- and 2-year-old
infants is essential for children's comprehensive development, as it lays the
foundations for their physical, cognitive and emotional growth. In the context of
Ecuadorian education, this intervention is still important, considering the diverse
sociocultural and economic realities that affect children, especially in rural areas
where access to educational resources is limited. Therefore, the implementation
of early stimulation programmes that promote playful and physical activities for
the development of gross motor skills not only improves children's physical
abilities but also strengthens their autonomy, self-esteem and social skills, which
favours their adaptation to the educational environment.
FINANCING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with individuals or institutions linked to the
research.
ACKNOWLEDGEMENTS
To the Ecuadorian children.
REFERENCES
Amorim, N., Marques, A., & Santos, S. (2024). Beyond the classroom:
Investigating the relationship between psychomotor development and
academic achievement in 4–12-year-olds. Children (Basel, Switzerland),
11(8), 973. https://doi.org/10.3390/children11080973
Ávila-Guamán, D. E., & Cazarez-Valdiviezo, J. L. (2024). Estimulación temprana
en el desarrollo de la motricidad gruesa de niños de 2 a 3 años [Early
stimulation in the development of gross motor skills in children aged 2 to 3
years]. LATAM Revista Latinoamericana de Ciencias Sociales y
Humanidades, 5(2), 1859–1873. https://doi.org/10.56712/latam.v5i2.1992
Bargagna, S., Dinetti, D., Pinchera, A., Marcheschi, M., Montanelli, L.,
Presciuttini, S., & Chiovato, L. (1999). School attainments in children with
congenital hypothyroidism detected by neonatal screening and treated
early in life. European Journal of Endocrinology, 140(5), 407–413.
https://doi.org/10.1530/eje.0.1400407
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 14-24, 2025
Estimulación temprana en el desarrollo psicomotor grueso de infantes de 1 y 2 años
Early stimulation in the gross psychomotor development of infants aged 1 and 2 years
Juddy Elizabeth Pico-Jaramillo
Elvin Moreira-Alcivar
Katherine Liliana Núñez-Acosta
Natalia Carolina Rodríguez-Rivas
22
Brien, M., Krishna, D., Ponnusamy, R., Cameron, C., Moineddin, R., & Coutinho,
F. (2024). Motor development trajectories of children with cerebral palsy in
a community-based early intervention program in rural South India.
Research in Developmental Disabilities, 154, 104829.
https://doi.org/10.1016/j.ridd.2024.104829
Castillo, A. E. M., Carvajal, J. P. I., Huaca, G. A., & Gordillo, A. M. G. (2021).
Implementation of an early stimulation program in the children's center
Yacucalle. Psychosocial Risks in Education and Quality Education.
https://doi.org/10.15405/epsbs.2021.06.13
Cedeño-Roldán, M. A., & Reyes-Meza, O. B. (2022). Psychomotor development
and motor skills in learning in children from 1 to 3 years old. International
Research Journal of Management, IT and Social Sciences, 9(4), 560–568.
https://doi.org/10.21744/irjmis.v9n4.2123
Chávez-Choccelahua, J., Piñas-Zamudio, M., Mendivel-Gerónimo, R. K., &
Paliza-Arellano, Y. M. (2023). Actividades lúdicas de coordinación motora
gruesa dirigido a niños de 2 años de la Institución Educativa Particular
N°00696-Huancavelica [Playful activities of gross motor coordination
aimed at 2-year-old children of the Private Educational Institution N°
00696-Huancavelica]. e-Revista Multidisciplinaria del Saber, 1, e-
RMS01082023. https://doi.org/10.61286/e-rms.v1i.17
Elisa, F., Josée, L., Oreste, F. G., Claudia, A., Antonella, L., Sabrina, S., &
Giovanni, L. (2002). Gross motor development and reach on sound as
critical tools for the development of the blind child. Brain & Development,
24(5), 269–275. https://doi.org/10.1016/s0387-7604(02)00021-9
Gadre, M. S., & Deshpande, V. R. (2023). Impact of early exposure to play
materials on motor development in high-risk infants: A randomised
controlled trial. Journal of Mother and Child, 27(1), 64–71.
https://doi.org/10.34763/jmotherandchild.20232701.d-22-00025
Ganc, M., Kobosko, J., Jedrzejczak, W. W., Kochański, B., & Skarzynski, H.
(2021). Psychomotor development of 4-year-old deaf children with
cochlear implants: Three case studies. International Journal of Pediatric
Otorhinolaryngology, 141, 110570.
https://doi.org/10.1016/j.ijporl.2020.110570
Haibach-Beach, P., Perreault, M., Foster, E., & Lieberman, L. (2019). Gross motor
skill performance in children with and without CHARGE syndrome:
Research to practice. Research in Developmental Disabilities, 91, 103423.
https://doi.org/10.1016/j.ridd.2019.05.002
Hernández-Tulcán, C. V., & Flores-Alarcón, J. O. (2024). Adaptabilidad y
desarrollo psicomotor de niños de 0 a 3 años. Horizontes de Enfermería,
14, 63–71. https://doi.org/10.32645/13906984.1299
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 14-24, 2025
Estimulación temprana en el desarrollo psicomotor grueso de infantes de 1 y 2 años
Early stimulation in the gross psychomotor development of infants aged 1 and 2 years
Juddy Elizabeth Pico-Jaramillo
Elvin Moreira-Alcivar
Katherine Liliana Núñez-Acosta
Natalia Carolina Rodríguez-Rivas
23
Hoyos-Quintero, Á. M., & Ordoñez-Mora, L. T. (2022). Escalas de evaluación del
desarrollo psicomotor en Hispanoamérica [Psychomotor development
assessment scales in Latin America]. Revista Cubana de Pediatría, 94(3).
Huepp-Ramos, F. L., & Fornaris-Méndez, M. (2021). La estimulación temprana
para el desarrollo infantil [The early stimulation for the childhood
development]. EduSol, 21(77), 66–79.
Jara-Fuentes, N., & Lepe-Martínez, N. (2022). Relación entre el desarrollo
psicomotor y funciones ejecutivas en la primera infancia de niños/as de 3
a 5 años [Relationship between psychomotor development and executive
functions in early childhood of children from 3 to 5 years old]. Revista
Ecuatoriana de Neurología, 31(3), 55–61.
https://doi.org/10.46997/revecuatneurol31300055
Jensen, A., & Neuhäuser, G. (2023). Growth variables and obstetrical risk factors
in newborns are associated with psychomotor development at preschool
age. AJOG Global Reports, 3(4), 100219.
https://doi.org/10.1016/j.xagr.2023.100219
Kara, O. K., Sahin, S., Yardimci, B. N., & Mutlu, A. (2019). The role of the family
in early intervention of preterm infants with abnormal general movements.
Neurosciences (Riyadh, Saudi Arabia), 24(2), 101–109.
https://doi.org/10.17712/nsj.2019.2.20180001
Klingberg, B., Schranz, N., Barnett, L. M., Booth, V., & Ferrar, K. (2019). The
feasibility of fundamental movement skill assessments for pre-school aged
children. Journal of Sports Sciences, 37(4), 378–386.
https://doi.org/10.1080/02640414.2018.1504603
Moretti, M. P., Lechuga, M. J., & Torrecilla, N. M. (2020). Desarrollo psicomotor
en la infancia temprana y funcionalidad familiar [Psychomotor
development in early childhood and family functionality]. Psychologia.
Avances de la Disciplina, 14(2), 37–48.
https://doi.org/10.21500/19002386.4646
Pérez-De-La-Cruz, S., Ramírez, I., & Maldonado, C. (2020). Study of
psychomotor development and environmental quality at shelter homes for
children aged 0 to 2 in the Department of Chuquisaca (Bolivia).
International Journal of Environmental Research and Public Health,
17(12), 4191. https://doi.org/10.3390/ijerph17124191
Pisoni, C., Provenzi, L., Moncecchi, M., Caporali, C., Naboni, C., Stronati, M.,
Montirosso, R., Borgatti, R., & Orcesi, S. (2021). Early parenting
intervention promotes 24-month psychomotor development in preterm
children. Acta Paediatrica (Oslo, Norway: 1992), 110(1), 101–108.
https://doi.org/10.1111/apa.15345
Soplin-Ríos, J. A., Hernández-García, M., Torres-Namoc, V. C., & Espinoza
Vásquez, R. D. (2022). Estimulación temprana: su importancia para los
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 14-24, 2025
Estimulación temprana en el desarrollo psicomotor grueso de infantes de 1 y 2 años
Early stimulation in the gross psychomotor development of infants aged 1 and 2 years
Juddy Elizabeth Pico-Jaramillo
Elvin Moreira-Alcivar
Katherine Liliana Núñez-Acosta
Natalia Carolina Rodríguez-Rivas
24
hijos menores de tres años. Paidagogo, 4(1), 85–102.
https://doi.org/10.52936/p.v4i1.105
Valla, L., Birkeland, M. S., Hofoss, D., & Slinning, K. (2017). Developmental
pathways in infants from 4 to 24 months. Child: Care, Health and
Development, 43(4), 546–555. https://doi.org/10.1111/cch.12467
van-Grunsven, W., Njiokiktjien, C., Vuylsteke-Wauters, M., & Vranken, M. (2009).
Ontogenesis of laterality in 3- to 10-yr.-old children: Increased unimanual
independence grounded on improved bimanual motor function. Perceptual
and Motor Skills, 109(1), 3–29. https://doi.org/10.2466/PMS.109.1.3-29
Wallander, J. L., Bann, C. M., Biasini, F. J., Goudar, S. S., Pasha, O., Chomba,
E., McClure, E., & Carlo, W. A. (2014). Development of children at risk for
adverse outcomes participating in early intervention in developing
countries: A randomized controlled trial. Journal of Child Psychology and
Psychiatry, and Allied Disciplines, 55(11), 1251–1259.
https://doi.org/10.1111/jcpp.12247
Copyright: 2025 By the authors. This article is open access and distributed under the terms and conditions of
the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) licence.
https://creativecommons.org/licenses/by-nc-sa/4.0/
