Motor Skills In Young Children Research Articles

The Effectiveness of the Traditional Congklak Game in Developing Fine Motor Skills in Early Childhood at the Kasih Bunda Kindergarten, South Aceh

Purpose of the study: The primary objective of this research is to investigate the influence of the traditional game, Congklak, on the development of fine motor skills in early childhood at Kasih Bunda Kindergarten.
 Methodology: This study employed an experimental research design with a pre-experimental approach. The participants consisted of students from the B2 group at Kasih Bunda Kindergarten, South Aceh, totaling 27 students in the experimental class. Data analysis was conducted using descriptive quantitative methods, comparing the averages of pre-test and post-test data collected through observations. Hypothesis testing was performed using the t-test based on the results of the activity scale.
 Main Findings: The main finding of this research is the comparison of average values before and after the treatment. With tcount > ttable, specifically 27.30 > 2.056, the null hypothesis (Ho) is rejected, indicating a significant difference between the scores obtained from the initial and final tests at a 95% confidence level. Consequently, it can be concluded that the Congklak game significantly contributes to the development of fine motor skills in young children at Kasih Bunda Kindergarten.
 Novelty/Originality of this study: The novelty of this research lies in the discovery of the potential of traditional games, such as Congklak, not merely as recreational activities but as effective tools for enhancing young children's fine motor skills, particularly in understanding number concepts and counting activities, thereby making classroom learning more engaging and enjoyable.

TEACHER TRAINING: MAKING COGNITIVE AND MOTOR STIMULATION GAMES FROM USED MATERIALS

Stimulation of early childhood development varies widely, from expensive methods to utilizing recycled materials. The stimulation of early childhood development at TK Bustanul Athfal Ketegan Sidoarjo is still relatively limited. The goal of this activity is to enhance the cognitive and motor skills of young children and improve the educators' skills at TK Bustanul Athfal Ketegan Sidoarjo by creating stimulation play media using recycled materials as a tool for early childhood learning. The method for this activity includes presentations and training for educators on how to create cognitive and motor development stimulation media for children using recycled materials, as well as engaging in role-playing activities to utilize these stimulation media. The benefits of this activity include expanding the variety of learning media and enhancing the knowledge and skills of educators at TK Bustanul Athfal Ketegan Sidoarjo in creating learning stimulation media for their students using recycled materials. While a small portion of the teachers has not fully understood APE (Early Childhood Stimulation), 90% have comprehended the effective methods of creating and applying APE block number and APE Flashcard

Application of Mosaic Technique to Develop Children's Fine Motor Skills in PAUD Nurul Iman

From birth to six years of age, children participate in Early Childhood Education (ECE), a pre-basic education program that aims to prepare them for future learning through formal, non-formal, and informal means by providing them with educational stimuli that support their physical and spiritual development. Along with physical growth, children undergo a period of increased self-awareness, social competence, and environmental understanding throughout the early years of life. Researchers at PAUD Nurul Iman Desa Talang Baru want to learn more about the effects of mosaic techniques on the development of fine motor skills in young children so they can plan an appropriate study. The term "Classroom Action Research" comes from the English word "classroom research," meaning "research done in a class to find out the consequences of actions applied to a research subject in the class." This study draws on classroom actions to answer the research question. The study and conversations done led to the conclusion that the mosaic approach may help the group A children of TK ABA Khadijah Bangunjiwo Timur Kasihan Bantul strengthen their fine motor abilities.

MENINGKATKAN KEMAMPUAN MOTORIK HALUS ANAK KELOMPOK A MELALUI PERMAINAN SUSUN BALOK BERTEKSTUR DI PAUD AL-FIRDAUS KARENG KIDUL WONOMERTO PROBOLINGGO

This research indicates that the consistent application of textured block games has a positive impact on enhancing the fine motor skills of children in the PAUD AL-FIRDAUS Kareng Kidul Wonomerto Probolinggo group. Utilizing the Classroom Action Research (PTK) method with 22 subjects aged 4-5 years, the study reveals a significant improvement in fine motor skills with the implementation of textured block games. In the pre-cycle, 28% of the 22 children showed improvement. In cycle I, the first meeting, 50% of the 22 children demonstrated an increase in fine motor skills, and in cycle II, the second meeting, 80.2% of the 22 children exhibited even higher improvement. The research concludes that playing with textured blocks is effective in enhancing children's fine motor skills, making it a potential model for improving fine motor skills in young children. The implications of this research can guide educators in PAUD to design learning activities that stimulate and enhance children's fine motor skills. Keywords: textured block play, fine motor skills

PENGEMBANGAN MOTORIK HALUS ANAK USIA DINI MELALUI TEKNIK FINGER PAINTING

Abstract Physical Motor Learning is given at the kindergarten level, where we as teachers are required to develop children's physical motor skills supported by interesting and fun learning media, especially children's fine motor skills so that children get used to moving their fingers agilely. The research results show that Introducing children to coloring with their fingers by combining Finger Painting media can develop the agility of early childhood in ABA V Kindergarten. The impact of the research results is that finger painting is useful in developing children's fine motor skills, developing imagination by using this method of coloring. This research aims to improve the fine motor skills of young children through finger painting. The approach applied in this research is qualitative by collecting data through direct observation and documentary recording. Keyword : finger painting, fine motor skills, early childhood

MENGEMBANGKAN FISIK MOTORIK HALUS ANAK USIA DINI MELALUI KEGIATAN MEMBATIK DI RA ISLAMIYAH TRIWUNG KIDUL

Fine motor skills are the ability to organize real movements that only cover certain parts of the body and are carried out by small muscles, such as fingers and precise movements of the wrist. One of the movements that can be implemented to develop children's fine coordination skills is batik activities to develop the fine motor skills of young children. RA Islamiyah Triwung Kidul will be the place for this research, which is undertaking develop fine motor physical abilities in early childhood through batik activities. The importance of physical development of fine motor skills at the beginning of early childhood development is the basis for the formulation of this research. Fine motor physical abilities in early childhood education are still lacking, especially in pre-writing tasks such as holding a pencil that is still stiff and tracing it, and coloring that still has streaks on it. Basic batik projects can help improve fine motor skills. Methodology This research uses qualitative research methods. We call this kind of research descriptive research. and describes real-world events taking information from documents, interviews, and observations. The research conclusion shows that even a simple batik project can improve the fine motor physical abilities of young children. Key words : Batik, Early Childhood, Fine Motor Skills.

PENINGKATAN KEMAMPUAN PSIKOMOTORIK ANAK USIA DINI MENGGUNAKAN ALAT PERMAINAN EDUKATIF BERBASIS BUDAYA MANDAR

Childhood is a child's golden age, where all aspects of a child's development grow and develop rapidly. There are several aspects of early childhood development, one of which is the psychomotor aspect. The development of these aspects must be carried out in an integrated manner according to the child's development stage. The psychomotor aspect is part of individual development which is related to physical movement based on the results of processing between cognition and affection which results in physical movement in the form of behavior. For this reason, psychomotor skills are very crucial abilities to develop, especially in early childhood students. One of the uses of this development is to hone the gross motor and fine motor skills of young children. The results of monitoring the child's psychomotor development achievements can be used as a benchmark for meeting the child's own needs in facing education at the next level. This research aims to improve the psychomotor skills of young children through the implementation of Mandar culture-based Educational Game Tools (APE). The type of research used is classroom action research with a qualitative approach. Data collection was carried out through test techniques, observation interviews and documentation. The results of this research indicate that through the use of Mandar culture-based APE, the psychomotor abilities of early childhood children at Kumala KB Kindergarten can be improved both in terms of teacher teaching activities, children's learning activities, and test results, where in cycle I the psychomotor abilities of early childhood children were in the sufficient category and in cycle II the child's psychomotor abilities were in the good category.

PENERAPAN TEKNIK BERMAIN MERONCE DALAM MENINGKATKAN KEMAMPUAN MOTORIK HALUS ANAK DI TAMAN KANAK-KANAK PERTIWI DESA SEMAYA

This research aims to determine the form and method of playing ronce activities to improve fine motor skills in young children. This type of research uses classroom action research with a qualitative approach. Data collection methods are observation and documentation. The data analysis technique used in this research is descriptive qualitative. The result of this research is a meronce activity consisting of beads and pieces of straw with implementation using preparatory stages, namely preparing tools and materials, conditioning the children before the activity begins, agreeing on play activities; application, namely the child takes the beads with his right hand using two fingers and inserts the string into the hole of the bead and tightens it; closing, namely tidying up their activity tools, asking about feelings during the activity. The results of this activity can be seen that the development of meronce activities improves children's fine motor skills in Pertiwi Kindergarten, Semaya Village and meronce activities can be used as a stimulation tool in developing children's fine motor skills.

Exploring the Growth and Predictors of Fine Motor Skills in Young Children Aged 4–8 Years

Fine motor skills (FMS) are fundamental for children’s growth, influencing their writing progress and everyday activities. However, the development of these skills is a multifaceted process that is affected by various factors. Consequently, it becomes essential to comprehend the disparities in children’s fine motor skills (FMS) development and the predictive factors. To address this aspect, we aimed to investigate the development of children’s FMS, and the factors that can predict their development. Our analysis encompassed comparing FMS development between the two countries, examining gender and age discrepancies, and discerning the variables that predict FMS development. Employing a reliable instrument (the FMS development battery), we conducted a survey study involving 3050 Hungarian children living in both Slovakia and Hungary. The analysis, powered by R packages, yielded significant findings. Notably, students from Slovakia showcased significantly higher levels of FMS compared to their counterparts from Hungary. Furthermore, we observed a noteworthy gender disparity, with female students outperforming male students in both countries. Additionally, differences emerged across various age groups, indicating that older age groups exhibited more advanced FMS compared to their younger counterparts. With the help of regression analyses, our research also revealed the direct impact of gender and age on students’ FMS development, while parental education entered an indirect influence on this aspect. These discoveries offer valuable insights for educational leaders and policymakers seeking to enhance children’s FMS.

Associations of Monitor-Independent Movement Summary and Health-Related Fitness With Gross Motor Skills in Young Children

The purpose of this study was to determine the associations of device-based assessments of physical activity (PA) and health-related fitness (HRF) with gross motor skills (GMS) in preschool-aged children. Participants were 3- to 5-year-old children (N = 316; 49.6% female) who participated in the 2012 National Youth Fitness Survey. GMS was assessed using the gross motor quotient calculated from the Test for Gross Motor Development—Second Edition. PA was assessed using wrist-worn ActiGraph GT3X accelerometers with raw triaxial acceleration data summarized using monitor-independent movement summary units (MIMS). Analyzed metrics included average MIMS per day and peak 30-min MIMS. HRF assessment consisted of a plank score and a sum of skinfold assessment. Weighted hierarchical regressions tested the associations between PA, HRF, and GMS variables with a secondary weighted mediation analysis that examined whether HRF mediated the association between PA and GMS. Peak 30-min MIMS significantly correlated with GMS (b = 0.17, p = .005). Plank scores had the strongest correlation with GMS (b = 0.23, p = .004), and weighted mediation analyses revealed that plank scores partially mediated the association between peak 30-min MIMS and GMS (indirect effect = 0.03, p = .01, 23.1% mediation). Peak 30-min MIMS significantly associated with GMS in preschool children, an association partially mediated by core muscular endurance.

The Impact of a Weekend Dance Program on Social-Emotional Learning Among Young Children

Dance and movement encourages socialization promoting children's social and emotional skills. This study aimed to examine the impact on the SEL of children after a weekend dance program. METHOD: This study employed a quasi-experimental controlled trial design with 60 children aged 5-6 in Fujian Province, China. Participants were randomly assigned to either an integrated dance program group (n=30) or control group (n=30). The weekend dance program was led by professional instructors and consisted of 12 weekly lessons, each lasting 50 minutes. Pre- and post-measurements were taken using the Social-Emotional and Character Development Scale (SECDS) and the Preschooler Gross Motor Quality Scale (PGMQS) to assess changes in social-emotional learning and gross motor skills. Repeated-measures ANOVA tests were conducted to determine the impact of the integrated dance program.RESULTS: The study found a significant difference in the changes between the two groups, indicating that the weekend dance program had a positive impact on the social-emotional behavior and motor skill quality of the children who participated compared to the control group. Specifically, the participants in the dance program group demonstrated significantly greater improvements in their social-emotional behavior and motor skill quality compared to those in the control group.CONCLUSION: The study provides preliminary evidence that an integrated dance program can promote social-emotional development and gross motor skills in young children. After-school dance activities may help to improve children's well-being. Further research is needed to understand the underlying mechanisms and to evaluate alternative arts-based therapies.

Motor skills at 7 years of age and spinal pain at 11 years of age: a cohort study of 26,000 preadolescents

This study aims to investigate the relationship between motor skills at age 7 and spinal pain at age 11. The study included participants from the Danish National Birth Cohort. Data on motor skills were obtained from the Developmental Coordination Disorder Questionnaire, completed by the mothers when the children were 7 years old, and spinal pain was self-reported at age 11 for frequency and intensity of neck, mid back, and low back pain. This was categorized into “no,” “moderate,” or “severe” pain, based on frequency and pain intensity. Associations were estimated using multinomial logistic regression models. Data on both motor skills and spinal pain was available for 25,000 children. There was a consistent pattern of reporting more neck or mid back pain at age 11 for those with lower levels of fine motor skills and coordination scores at age 11. The relationship was significant for severe pain (the highest relative risk ratio being 1.87 and the lowest 1.18), but not for moderate pain (the highest relative risk ratio being 1.22 and the lowest 1.07). Gross motor skills were not associated with spinal pain, and there was no relationship between low back pain and motor skills. Conclusion: Our results indicate a link between motor development at 7 years of age and neck and mid back pain, but not low back pain, at 11 years of age. Improvement of motor skills in young children might reduce the future burden of neck and mid back pain and should be a target of future research.What is Known:• Spinal pain in preadolescence and adolescence is common and predisposes to spinal pain in adulthood.• Motor skills influence the biomechanics of movement and therefore has a potential impact on musculoskeletal health.What is New:• Poor fine motor- and coordination skills in childhood were associated with increased risk of severe neck- or mid back pain, but not low back pain, four 4 years later.• Poor gross motor skills were not associated with higher risk of later spinal pain.

Home- and Community-Based Interventions for Physical Activity and Early Child Development: A Systematic Review of Effective Strategies.

This systematic review examined the effects of home/family and community-based interventions on physical activity (PA) and developmental outcomes in early childhood. A search strategy was employed using four electronic databases (Academic Search Complete, CINAHL Complete, MEDLINE, and SPORTDiscus). Interventions investigating weight status (i.e., BMI), physical activity, sedentary behavior, and/or motor proficiency that took place in home, family, or community settings were assessed. Studies were eligible if they were peer-reviewed, available in English, published between 2011 and 2021, and if samples consisted of healthy young children (2–5 years old). There were 24 studies retained (8351 participants) spanning from the United States (n = 12), Australia (n = 3), Canada (n = 2), Switzerland (n = 2), Finland (n = 2), Netherlands (n = 1), and other Eastern European countries (n = 2). There were 19 studies that incorporated home/family-based approaches and 14 studies that incorporated community-based approaches. Studies ranged in intervention duration from 6 weeks to 24 months. It suggests that improving PA participation in young children was especially challenging to solicit improvement (only 25% of all studies found significant improvement in PA after intervention). Distributing educational material to parents/families, consistent, direct contact with parents, and encouraging community engagement were identified as effective strategies to promote physical activity, healthy weight status, and motor skills in young children.

Comparing metrics for quantification of children’s tongue shape complexity using ultrasound imaging

ABSTRACT Speech sound disorders can pose a challenge to communication in children that may persist into adulthood. As some speech sounds are known to require differential control of anterior versus posterior regions of the tongue body, valid measurement of the degree of differentiation of a given tongue shape has the potential to shed light on development of motor skill in typical and disordered speakers. The current study sought to compare the success of multiple techniques in quantifying tongue shape complexity as an index of degree of lingual differentiation in child and adult speakers. Using a pre-existing data set of ultrasound images of tongue shapes from adult speakers producing a variety of phonemes, we compared the extent to which three metrics of tongue shape complexity differed across phonemes/phoneme classes that were expected to differ in articulatory complexity. We then repeated this process with ultrasound tongue shapes produced by a sample of young children. The results of these comparisons suggested that a modified curvature index and a metric representing the number of inflection points best reflected small changes in tongue shapes across individuals differing in vocal tract size. Ultimately, these metrics have the potential to reveal delays in motor skill in young children, which could inform assessment procedures and treatment decisions for children with speech delays and disorders.

Parental Behavior Influences on Motor Skill Development in Young Children with Developmental Disabilities: A Two-Year Longitudinal Study.

Young children with developmental disabilities (DDs) experience motor skill deficits compared to their peers without disabilities. Even though parents play an important role in developing their children's motor skills, it has not been widely studied how parental behaviors influence motor skill development in young children with DDs. Therefore, the current study has two main purposes: (a) to examine early motor skill development of preschool aged children (3-5years) with DDs longitudinally over a two-year period and (b) to longitudinally examine the relationship between parental behaviors and the motor skill development of young children with DDs. Fundamental motor skills (locomotor and object control skills) in 64 young children with DDs and their parent's behavior was measured at five time points when children were between the ages of three and five years. Multilevel modeling was used to examine motor skill progression in young children with DDs and to evaluate the longitudinal relationship between parenting behaviors and motor skill development in young children with DDs. Findings indicated that young children with DDs develop their motor skills in a non-linear fashion across two years. Young children with DDs who have parents with one standard deviation higher (+ SD) in the positive parental behavior than average showed a statistically significant linear increase in the standard scores of locomotor and object-control skills with age (b = 0.27, p = 0.01; b = 0.22, p < 0.01, respectively). This study highlights the importance of positive parenting behaviors in regard to promoting motor skills in young children with DDs.

Early intervention for children with/at risk of developmental coordination disorder: a scoping review.

To summarize current evidence for early identification and motor-based intervention for children aged 5 years and younger of age with/at risk of developmental coordination disorder (DCD). Using scoping review methodology, we independently screened over 11 000 articles and selected those that met inclusion criteria. Of the 103 included articles, 78 articles were related to early identification and are summarized in a companion article. Twenty-two articles focused on early intervention, with an additional three articles covering both early identification and intervention. Most intervention studies were at a low level of evidence, but provide encouraging evidence that early intervention is beneficial for young children with/at risk of DCD. Direct intervention can be provided to whole classes, small groups, or individuals according to a tiers of service delivery model. Educating and building the capacity of parents and early childhood educators are also key elements of early intervention. Evidence for early intervention for children with/at risk of DCD is emerging with promising results. Further studies are needed to determine best practice for early intervention and whether intervening early can prevent the negative developmental trajectory and secondary psychosocial consequences associated with DCD.

Demographic factors associated with young children’s motor creativity

This study investigated factors that are associated with the creative motor skills of young children. We recruited through random sampling 233 typically developing children attending preschool or kindergarten in Afyonkarahisar, Turkey. We administered a “General Information Form” to gather the children’s demographic characteristics and the “Thinking Creatively in Action and Movement Test” to evaluate the children’s creative motor skills level. We analyzed the children and familys’ demographic characteristics with frequency and percentage values, and we analyzed the TCAM with multiple linear regression analysis to determine whether independent variables predicted creativity on the TCAM. Our results showed that, among the sub-dimensions of the TCAM, the mother’s age and profession best predicted the sub-dimension of fluency and the mother’s profession best predicted the sub-dimension of novelty. Regarding, the sub-dimension of children's creative motor-imagination, neither the children’s gender or age, the parents’ age, education or occupation were significant predictors.&#x0D; Keywords: Creativity; creative thinking; motor creativity

Keterampilan Motorik Kasar Anak Usia Dini Ditinjau Dari Jenis Kelamin

Motor skills are physical through coordinated nerve, nerve and muscle center activities that are very important in early childhood growth and development, so training or familiarizing children with gross motor skills through creative play is a stage in supporting their growth and development. However, sometimes what happens when the gross motor skills of children are poorly trained. Therefore this study aims to determine current developments in children's gross motor skills that are reviewed by sex. The research method used was Pre-Experiment Design with One Group Pretest Posttest Design. This research was conducted in PAUD Khoerul Anwar with a population of 12 students in class A. Based on the results of the study and conducting research results showed that the gross motor skills of young children using creative games on boys and girls there were no differences.

Parental influences on parent-reported motor skills in young children with developmental disabilities

BackgroundYoung children with developmental disabilities (DDs) often experience motor skill deficits. Although parents play an important role in developing their children’s motor skills, the association between parents of young children with DDs and those children’s motor skills has not been widely studied. ObjectiveThe purpose of this study was to cross-sectionally examine the pathway by which parental physical activity (PA) support, explicit modeling, and child’s PA are associated with motor skills in young children with DDs. MethodOne hundred and thirty-five parents of young children (5–7 years) with DDs completed an online questionnaire which included questions about parental PA support, parental explicit PA modeling, children’s PA behavior and children’s motor skill variables. ResultsPathway analysis was conducted to examine the pathways between parental tangible support and explicit modeling and motor skills in young children with DDs. The pathway analysis indicated that parental tangible support and explicit modeling are significantly associated with PA behaviors in young children with DDs, which in turn, are associated with their motor skills. ConclusionsThe results from this study suggest that young children with DDs may acquire motor skills by participating in PA. In addition, parents of young children with DDs can indirectly be associated with the motor skills of their children by supporting PA and becoming a PA role model. For parents of young children with DDs, increasing the PA behaviors of their children maybe away to improve their children’s motor skills.

Applicability of Digital Platform for Evaluation of Fine Motor Skills in Young Children

Applicability of Digital Platform for Evaluation of Fine Motor Skills in Young Children