The Importance of Measuring Fine Motor Skill in Early Children’s Education (original) (raw)
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Motor skills in pre-school education and affects to 5 year old children’s psychomotor development
Turkish Journal of Sport and Exercise, 2015
This study aimed to investigate the effect of the motor acquisitions placed in preschool education program on the psychomotor development of 5 year-olds group children. In 2014-2015 school year, preschool 5 year-old sex perimental group (n=55), control group (n=45) totally 100 children participated in. In order to measure the motor performances of control and experiment groups, the motor performance test protocol that, as pre-test, Morris, Atwater Williams and Will more performed in 1980 wasused. While the program of "Educational Play Activity Towards The Acquisitions About The Motor Development Placed in The Ministry of National Education PreSchool Program" wasapplied for the experimental group as 40 minutes for 2 days in a week for 8 weeks, Physical Activity wasappliedfor Control group as 10 minutes foreverymorning and 5 days in a week. The difference between pre-test and post-test was analysed by Paired-Samples t-test. The Differences between experimental group and control group were analysed by independent-Samples t-Test. The pre-test values of the experimental and control groups in the investigation were analysed by Independent Samples t-Test. The difference between control and experimental groups accordingto the analysis results of Promptness, Long Jump by Standingand Throwing Tennis Ball tests wasn't found important statistically (p>0,05). Accordingto the analysis results of Balance, Speedand Catchingtests, significant difference was found statistically between the control andexperi mental group (p<0.05).The difference among the test averages of Long Jump by Standing and Throwing Tenis Ball of the control group wasn't foundsignificant (p>0.05). The difference between pre-test and post-test belongingto experimental group was analysed by paired t-test. The difference among Promptness, Long Jump by Standing, Stand In Balance On OneFoot, Throwing Tennis Ball, Sprint and Catchingtests was foundsignificant statistically (p<0.05). It is understood that regularimplementation of Motor Acquisitions Placed in PreSchool Education Curriculum on 5 Year-Olds Group Children can develop the motor performances such as Balance, Speed and Catching skills significantly.
Problematics of Improving Fine Motor Abilities of Children Age 5-6 Years
Early Childhood Research Journal (ECRJ)
Fine motor skills are an aspect of development that is emphasized in early childhood education. AbilityFine motor skills are developed from an early age in order to have the skills to coordinate the eye and hand. The research objective is to examine the literature, articles and research documents that identify problems in improving fine motor skills of early childhood. Methods: references in the form of primary articles of approximately 20 articles 15 national journals with a period of 5 years and international journals with a period of 7 years with accredited quality and reputation. This research uses qualitative research with literature review method. The samples of this research are: 1) Related to fine motoric development of early childhood, 2) Respondents are early childhood, 3) The independent variable is problematics and the dependent variable is fine motor skills, 4) The treatment given is a problem which can improve fine motor skills. Results and discussion: The Literature R...
Level of motor skill development of preschool students
2016
Purpose : The research aims to identify the level of motor skill development among preschool students in Putrajaya. Methodology : The ex post facto research involves 120 six year old preschool children (60 males and 60 females) using Ulrich motor skill assessment (Ulrich, 2000) to measure locomotor and ability to control object.based on the Gross Motor Development Quotient (GMDQ) scores. The scores were furthered analyzed using ANOVA to compare differences in motor performances of preschool students among various preschool centers. Result : The findings showed significant differences in GMDQ scores [F (2,117) = 7.8, p<.05] between government and private students compared to KEMAS preschools students. The age equivalence locomotors score (AEL) with age equivalence measure (AEM) showed a significant difference between government preschoolers with private preschoolers for AEL [F (2,117) =3.41, p<0.05] and AEM [F (2,117) =7.39, p<0.05] and KEMAS preschoolers. Findings and discu...
Four Ways of Fine Motor Skills Development in Early Childhood
Fine motor skill is the ability to control movement through activities coordination of nervous system, fibril, and muscles such as fingers and hands. Fine motor skill is also seen as a very important factor in the process of developing cognitive abilities in early childhood. This study aims to see how to develop fine motor skills in early childhood. The study was conducted using a qualitative descriptive approach (multi case single site case study design) involving 2 teachers. Data were collected through observation and interviews, then analyzed thematically using NVIVO 10 software. The results showed that fine motor skill development was carried out using the method of assignment in four ways: (i) Providing tools and materials, (ii) providing direction and opportunities for practice, (iii) observe children individually and in groups, (iv) evaluate their fine motor skill development on an ongoing basis. This study shows that these four ways can be used as an alternative in developing fine motor skill in early childhood.
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2019
The research was conducted with the aim to, using experimental methods, scientifically determine whether an additional physical exercise program in regular working conditions of a preschool institution could result in significant changes in the motor skills of preschool children with an average age of 6.21±0.56 years. A total of 64 preschool children, girls (n=28) and boys (n=36), enrolled in preparatory preschool groups in "Čukarica" preschool in Belgrade. A pre-experimental research plan was used, specifically a single-group design and pretest-posttest. A sample of measuring instruments of motor skills was compiled according to a reduced theoretical model (Gredelj et al., 1975; Kurelić et al., 1975) taken from the research of Bala and Popović (2007). The experimental factor was realized with a total of 48 lessons lasting 35 minutes over a 24-week time interval. The results of the study indicate that the quantitative changes in the final measurement are reflected in the repetitive force of the torso and coordination in favor of better average values of the boys. Two hypothetical motor factors were isolated in initial and final measurements, which can still be interpreted as one general Motor Factor. Qualitative changes in the structure of both extracted factors in the final measurement were not observed. The authors believe that a regular physical education program in preschool institutions is not sufficient for a preparatory preschool group, and that additional kinesiology activities yield better results in the mechanism for structuring the movement and regulating the duration of excitation, especially if it is directed towards the development of biotic motor knowledge. On the other hand, they believe that newer and more meaningful solutions must be found in terms of differentiated physical exercise programs for children, and that only such solutions could lead to qualitative changes in the structure of isolated factors.
Observation Analysis on Ciaran's Fine Motor Skills
Leonard & Hill, , 2014
This study examines the effect of fine motor development in early childhood. The report is based on a video of a child named Ciaran, 18 months old who is engaged in a pincer grasp activity for about 01:04 minutes, along with an adult who is accompanying him and communicating in their local language. An activity takes place indoors, where a child is sitting on a high chair with various sizes of beads and a plastic bottle held by an adult sitting opposite to him. The relationship of pincer grasp along with hand-eye coordination and strength has the correlation value and moderate relationship level.
The relationship between gross motor skills and visual perception of preschoolers
turkish journal of sport and exercise, 2014
Okul oncesi cocuklarin gorsel algilari ile buyuk kas motor becerileri arasindaki iliskinin karsilastirmali olarak incelendigi bu calismada; “Cocuklarin gorsel algilari ile buyuk kas motor becerileri arasinda iliski var midir?”, “Cocuklarin gorsel algilari, buyuk kas motor becerilerinin yordayicisi midir?”, Buyuk kas motor becerileri dusuk, orta ve yuksek duzeyde olan cocuklarin gorsel algilari arasinda fark var midir?” sorularina cevap aranmistir. Iliskisel tarama modelinde duzenlenen bu arastirmaya, yaslari 54 ile 59 ay arasi degisen 322 cocuk katilmistir. Cocuklarin % 52’si erkek, % 48’i kizdir. Arastirmada veri toplama araci olarak; Frostig tarafindan gelistirilen “Frostig Gelisimsel Gorsel Algi Testi (FGGAT)” ile Ulrich tarafindan gelistirilen ve Tepeli ve ark. tarafindan Turkceye uyarlanan “Buyuk Kas Becerilerini Olcme Testi (BuKBOT)” kullanilmistir. Verilerin analizinde “Pearson Momentler Carpimi Korelasyon Katsayisi”, “Coklu Dogrusal Regresyon” ile “Varyans Analizi” istatisti...
Motor skills of primary school children: The differences compared to age
Zbornik radova Pedagoskog fakulteta, Uzice, 2020
Physical education, from the earliest age in preschool institutions, and then through primary and secondary schools, is the only place where children can, in the right way, acquire the knowledge on sports, skills, behaviour, necessary in order to get the continuity of physical activities in the adulthood. Primary school is a period when the students experience great changes in the overall developing status. Therefore, Physical Education has a fundamental role in the development of psychosomatic characteristics of children. While planning lessons of Physical Education, there is a special emphasis on the development of motor skills. The goal of this research refers to the establishing of the existing differences in the motor space of primary school children in relation to age. The sample consisted of 231 examinees who attended 3rd, 4th, 5th and 6th grade (age 11 ± 1.6 years), out of which there were (N = 109; TV = 147.6 ± 7; TM = 39.6 ± 7.1) boys, and (N = 122; TV = 148.3 ± 5.9; TM = ...
Assessment of Motor Functioning in the Preschool Period
Neuropsychology Review, 2012
The assessment of motor functioning in young children has become increasingly important in recent years with the acknowledgement that motor impairment is linked with cognitive, language, social and emotional difficulties. However, there is no one gold standard assessment tool to investigate motor ability in children. The aim of the current paper was to discuss the issues related to the assessment of motor ability in young pre-school children and to provide guidelines on the best approach for motor assessment. The paper discusses the maturational changes in brain development at the preschool level in relation to motor ability. Other issues include sex differences in motor ability at this young age, and evidence for this in relation to sociological versus biological influences. From the previous literature it is unclear what needs to be assessed in relation to motor functioning. Should the focus be underlying motor processes or movement skill assessment? Several key assessment tools are discussed that produce a general measure of motor performance followed by a description of tools that assess specific skills, such as fine and gross motor, ball and graphomotor skills. The paper concludes with recommendations on the best approach in assessing motor function in pre-school children.
Facta Universitatis, Series: Physical Education and Sport
In order to successfully master the initial writing process that a child faces at school, it is necessary to develop fine motor coordination of the arm, hand and finger muscles. The aim of this paper is to provide the child with perceptual - motor activities, movement games as well as other physical activities that require precise movements and coordination between the two hands and arms and eyes to release the hand, hand and fingers, prepare the child for fine motor coordination and encourage initial writing. The sequence of procedures in the development of fine motor coordination as well as physical activities contributing to the development of: muscle tone, lateralization, movements of the hand and fingers, sensory observation, orientation in time and space, abilities and skills of ocular evaluation, feeling for rhythm and fine motor - visual guidance, willing control and coordination between the movement of the hand, hand and fingers, both hands and arms and eyes. The above phys...