Perceptual-Motor Programs do not Facilitate Development: Why not Play?

Abstract

A recent survey in Western Australia indicated that many early childhood teachers are using perceptual-motor programs as a preventative as well as remedial measure. This has raised a number of issues that are of concern. First, analysis of recent research findings suggest that the positive effects of perceptual-motor programs are minimal. Second, it is argued that the resourcing of these programs is diverting funds which are needed to identify and investigate more effective educational strategies. Third, the relationship between the rationale of perceptual-motor programs and the Australian Early Childhood Association's Code of Ethics is rendered problematic. In response to these concerns, play is discussed as an alternative and effective means of developing perceptual-motor skills, in a way that recognises and builds on individual needs.