Motor Skills Of Early Childhood Research Articles

Development of Project-Based Teaching Modules to Improve Fine Motor Skills of Early Childhood

Educators have difficulty finding learning device guides that are easy to apply and can be modified. In fact, the ability of educators to organize learning activities and learning devices that suit children's needs is very important, in order to support the optimization of every aspect of development in early childhood. This study aims to develop a project-based teaching module to improve fine motor skills in early childhood. The research method is Research & Development with the ADDIE model ( Analysis, Design, Development, Implementation, Evaluation ). Validation was carried out by three expert lecturers and two teachers as justification when field validation was carried out. Data collection techniques used interviews, questionnaires, and observations. Data analysis the need for a preliminary study of teacher interview data was analyzed descriptively narratively, and validated with the results of observations of classroom learning activities and the results of the questionnaire of parents using the Likert method on a scale of 1-4. Qualitative data in the form of input, criticism, and suggestions put forward by media experts, material experts, and teachers to improve the product. Quantitative data was obtained from the answers to the questionnaire which were then converted into qualitative data by giving a score using a Likert scale to assess the feasibility of the teaching module according to the assessment criteria. The results of the feasibility test of the teaching module from material experts showed a value of 4.48 with good criteria, from the results of the teacher and parent questionnaires for the effectiveness of the value of 90.16 with very good criteria. Based on the results of this study, it has produced a project-based teaching module that is effective in developing the fine motor aspects of early childhood.

Implementasi Permainan Lempar Dan Tangkap Bola Dalam Meningkatkan Kemampuan Motorik Kasar Aud Di Paud Kober Assyamsi Kabupaten Garut

Implementation of the game of throwing and catching the ball in improving the gross motor skills of early childhood in Kober Assyamsi preschool, Garut district (4-5 year age group) (2024). Thesis. Bekasi Panca Sakti University Bekasi. This research aims to determine the improvement of gross motor skills in children aged 4-5 years through throwing and catching ball games at PAUD Kober Assyamsi Garut. Gross motor skills refer to exercises that involve the large muscles of the body. The activity of throwing and catching a ball can help children's physical development, such as endurance and muscle strength. This research is classroom action research (PTK). Children aged 4-5 years (group A) totaling 15 children consisting of 8 boys and 7 girls were the subjects of this research. This research was carried out at PAUD Kober Assyamsi, Garut Regency. The data collection technique used by researchers is complete participant observation, which means that in collecting data, researchers are involved in learning. By using learning through interesting, interactive, and memorable games of throwing and catching balls, which are expected to build creativity, wise adaptation, and the support of parents and educators, children can experience the deep joy of learning while improving their gross motor skills. The initial ability of pre-cycle students was 34.5% (BB), Cycle I 49.7% (MB), and Cycle II 78.7% (BSH).

THE EFFECT OF 3M GAMES (THROWING, CATCHING, AND KICKING) ON EARLY CHILDHOOD GROSS MOTOR SKILLS

This study investigates the impact of 3M games (Throwing, Catching, and Kicking) on gross motor skills in early childhood in TK Harapan Bunda Empat Lawang. The research method used was an experiment with pretest and posttest control group designs. The sample of this study was 18 randomly selected early childhood children divided into two groups: the control group (n = 9) and the treatment group (n = 9). The treatment group was given an intervention in the form of 3M games for three weeks, while the control group did not receive the intervention. Data was collected using gross motor ability tests before and after the intervention. The results of the data analysis showed a significant improvement in gross motor skills in the treatment group after the 3M game intervention. In contrast, there was no substantial change in the control group. These findings indicate that 3M games effectively improve gross motor skills in early childhood. The implication of this study is the importance of including games involving throwing, catching, and kicking activities in early childhood learning programs to promote gross motor development.

Development of an Outdoor Play-Based Learning Model to Train Gross Motor Skills in Early Childhood

Development of an Outdoor Play-Based Learning Model to Train Gross Motor Skills in Early Childhood

Is screening for motor skill deficits in Tyrolean preschool children warranted and feasible? A protocol for a two-stage cross-sectional study

IntroductionChildren with developmental coordination disorder (DCD) show deviations in motor development and motor skills in early childhood where the learning and execution of coordinated motor skills are below the level...

Permainan Edukatif Kardus Bekas untuk Mengembangkan Motorik Halus Anak Usia Dini

This research is an experimental study to analyze the improvement of fine motor skills in early childhood. The subjects of this study were children aged 5-6 years, the question used was observation. The data collection methods include: the steps to implement educational games from used materials, tests before the treatment of educational games made from used materials, and after the treatment of making educational games. The data analysis technique used was to determine the differences in the value of each aspect of the pre-test and post-test on the dependent variable (fine motor skills) using the T test. From the results of the t test to determine the effect of educational tools made from used materials on the fine motor development of children aged 5-6 years at TK Permata Ibu Surabaya, there is a difference between the pre and post-test scores. So, there is the influence of the use of educational games from used materials on fine motor skills development in children aged 5-6. The test results show that t count of 20,123 is greater than t-table 2,064 with a significance level of 95%.

Pengembangan Media Pembelajaran Playmat Interaktif Audio Visual sebagai Stimulasi Motorik Kasar pada Anak Usia Dini TK Laboratorium Universitas Negeri Malang

This study develops an interactive audio-visual playmat as a learning medium designed to stimulate gross motor skills in early childhood at the Kindergarten Laboratory of Universitas Negeri Malang. The methodology applied follows an educational system development model that includes needs analysis, product design and creation, as well as evaluation and revision. This medium aims to create an enjoyable learning experience that simultaneously stimulates the development of gross motor skills through a combination of audio and visual elements. These elements are strategically designed to activate gross motor responses such as jumping, running, and moving according to instructions. The interactive features of this playmat are designed to provide immediate feedback on children's physical movements, reinforcing the connection between sensory stimuli and motor response. Through a quantitative approach, this study makes a significant contribution to early childhood education, presenting a learning medium that is not only engaging but also effective in supporting the essential development of gross motor skills critical for children's physical growth and future motor skills.

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.

Fine Motor Skills, a Surrogate of Motor Planning Ability, at Age 2 Predict Social Skills at Age 6.

Motor planning is the cognitive process of planning necessary steps for achieving a purposeful movement and is specifically reflected through object manipulation. This study aimed to investigate whether fine motor skills, a surrogate of the motor planning ability of object manipulation, in early childhood are associated with later social skills, in a general-population birth cohort. A total of 913 children, participating in the Hamamatsu Birth Cohort for Mothers and Children, were enrolled. Social skills were measured using the Vineland Adaptive Behavior Scales-II, Socialization domain, at age 6 years. Fine motor skills were measured using the Mullen Scales of Early Learning at 14, 24, and 32 months. The associations between fine motor skills at ages 14, 24, and 32 months and social skills at age 6 years were tested separately through multivariable linear regression after adjusting for covariates, including gross motor and language skills at the contemporaneous age, autistic symptoms at age 6 years, and demographic factors. Fine motor skills at 24 and 32 months were significantly associated with social skills at age 6 years (at 24 months: nonstandardized regression coefficient = 1.38 [95% CI, 0.50-2.26], p = 0.002; at 32 months: 1.47 [0.56-2.38], p = 0.001). Fine motor skills in early childhood predicted social skills at age 6 years, indicating an association between the complex motor planning ability of object manipulation and later social skills. Children who demonstrate fine motor delay at as early an age as 2 years should be closely monitored by child professionals.

Pengaruh Terapi Bermain Rubik pada Anak Usia Sekolah dalam meningkatkan keterampilan motorik halus

Abstract Introduction: Playing is a reflection of physical, intellectual, emotional, social abilities and playing is a good medium for learning because by playing, children will speak, learn to adapt to the environment, do what they can, and recognize time, distance and sound.Objective: To apply the Rubik's game to improve fine motor skills in school-aged childrenMethod: This therapy research for playing Rubik's uses the educational method of inviting children to play with Rubik's and forming Rubik's in various shapes. This play therapy was carried out on 9 students at SDN 1 Panaragan, Ciamis District, Ciamis Regency with a total of 30 children as respondents and accompanied by a homeroom teacher. This play therapy is carried out in 2 stages, namely 1) asking children to match the colors on the rubik, 2) asking children to form with patience and continuing to practice, 3) evaluation. Result: The application of play therapy education to students at SDN 1 Panaragan Ciamis gave significant results as proven by 30 respondents. This type of game is challenging and can help develop creativity, problem solving and fine motor skills. This game is very popular throughout the world and is used as an aid in mathematics and art education.Conclussion: After reviewing various theoretical sources regarding the fine motor skills of early childhood, it can be seen how important it is to develop children's fine motor skills as early as possible because motor development is closely related to the development of the motor center in the brain. One way to develop fine motor skills in early childhood is by playing. In the research, the play activities used were playing with rubik's in various shapes, such as forming animals or balls, which can attract children's attention.

Effects of Task Interference on Kinematics and Dual-Task Cost of Running in Early Childhood.

Children aged 3-8 are in a critical period for motor development and postural control. Running is a basic motor skill that children need to master in early childhood. While running, children are prone to dangerous events such as falls. This study investigates the kinematic characteristics of running by children associated with different interference tasks, i.e., normalized running, cognitive dual-tasks, and obstacle crossing tasks, and provides a theoretical foundation for the interference mechanism of children's dynamic postural control and for screening of motor disorders. Two hundred children aged 3-8 were recruited. The BTS Bioengineering infrared motion capture system was used to collect spatiotemporal and kinematic running data under three tasks. Repeated measures of variance analysis were used to compare the effects of different interference tasks and ages on children's running signs. The main and interaction effect tests were compared by the Bonferroni method. The results and conclusions are as follows: (1) Running characteristics of early childhood are influenced by interference tasks and age. With interference tasks, the overall characteristics of running by children aged 3-8 showed an increasing trend in running cycle time and a decreasing trend in stride length, step length, cadence, and speed. (2) Both cognitive and obstacle crossing tasks had costs, and cognitive task costs were greater than obstacle crossing costs. Children adopted a "task first" running strategy with different interference tasks. When facing cognitive tasks, their overall joint motion decreased, and they reduced joint motions to promote task completion. When facing obstacle crossing tasks, because of the characteristics of the task itself, children increased joint motions to cope with interference. (3) In terms of age, the running characteristics showed a nonlinear development trend in various indicators, with a degree of recurrence and high variability in adjacent age groups. (4) The dual-task interference paradigm of "postural-cognition" can be used as a motor intervention tool to promote the development of basic motor skills in early childhood.

Analysis of The Use of Super Book Media on the Development of Language and Fine Motor Skills in Early Childhood

This research aims to evaluate the impact of using Super Book video media in early childhood learning. The method used in this research is Classroom Action Research. Focus on language and fine motor development of children aged 4-5 years through super book Videos. Before intervention, the majority of children did not show significant progress. However, the results of Cycle 1 showed positive changes, with a decrease in children who were not yet developing to 40%, an increase in children who were beginning to develop to 35%, and children who were developing very well increased to 20%. Cycle 2 noted increased focus, active participation, and storytelling ability. These results confirm the effectiveness of the Video Super book in improving children's language and fine motor development. Media preparation, the role of parents, and support from early childhood education managers are important factors. This recommendation is expected to strengthen the contribution of SuperBook media to early childhood development.

Improving The Skills Of Mothers In Rural Areas In Accelerating The Development Of Motor Skills In Early Childhood

For five days the author/servant carried out adpatas, took care of administration in the village, and made introductions to local residents until the author decided to provide education on how to accelerate children's motoric growth in rural areas for every mother and prospective mother in Batu Kembang village. The result in this article show 1. The writer/servant discovered this problem because he read literature related to health and then related it to fellow servants and the surrounding community and it turns out the problem is suitable because there are still many mothers and prospective mothers in Batu Kambing village who don't know how to accelerate motor development in early childhood. . 2). This service is carried out for one month with a general description of activities, namely adaptation, completing administrative matters, and discussions with the local community in the first week. Conduct theoretical education in the second week. Practice gross motor and fine motor skills in the third and fourth weeks. 3). Education theoretically includes 4 materials, namely understanding motor skills, the function of motor development in early childhood, how to accelerate motor development in early childhood, and how to overcome hampered motor development at an early age. 4). Gross motor practices include running around, gobak sodor, throwing a ball, and children being involved in household work. Fine motor practice includes playing with crayons, cutting, and putting together puzzles.

Innovative Bamboo Bowling Game to Improve Motor Skills in Early Childhood

The need for educational game tools to stimulate children's gross motor skills is one of the limitations of teachers. This research aims to create an innovative bamboo bowling game to improve children's gross motor skills. The research method uses the ADDIE approach development method. Observation, interviews, and literature collected data. The research subjects consisted of 3 experts in relevant fields. The tool used to analyze research results is a questionnaire. This research was analyzed descriptively and quantitatively using Lawshe's content validation formula, the Content Validity Ratio (CVR). From the results of the expert assessment, the CVR value obtained was 0.99, and the CVI value was 0.99. All media experts gave a CVR value of 0.99. Therefore, Innovative Bamboo Bowling is considered valid. Based on these findings, Innovative Bamboo Bowling is suitable for early childhood learning activities in developing gross motor skills and can have goals that focus on improving children's physical and cognitive skills in a fun and beneficial environment. The implications of this research can be the basis for developing intervention programs or gross motor stimulation activities that are more effective and targeted.

The Effectiveness of Sensory Circle Time (SenCleTi) Media to Improve Sensory Motor Skills in Early Childhood

The Effectiveness of Sensory Circle Time (SenCleTi) Media to Improve Sensory Motor Skills in Early Childhood

The Relationship Between Color Mixing Learning Activities and Fine Motor Skills In Early Childhood

In the activity of mixing colours and fine motor skills, some children have high enthusiasm and are skilled in using stationery. However, some children still have problems with their fine motor skills. Such as the application of colours to objects that are not yet certain, children are still stiff when using their fingers, and children are still unable to coordinate between the eyes and hands with one activity they do because children are easily distracted by other activities. The purpose of this research is to find out: The reality of learning activities to mix colours in Group B2 RA Al-Muhajir Panyileukan Bandung City, the reality of fine motor skills of early childhood in Group B2 RA Al-Muhajir Panyileukan Bandung City, and the reality of the relationship between learning activities to mix colors with fine motor skills in children in Group B2 RA Al-Muhajir Panyileukan Bandung City. This research method uses a correlation method with a quantitative approach. The samples obtained in this study were 12 children from group B2 RA Al-Muhajir Bandung City. For data collection techniques used by researchers are observation, documentation, and performance techniques. The results of data analysis on the variable learning activity of mixing colours in this study show that the learning activity of mixing colours is in a very good category with a value of 85.70 and fine motor skills of early childhood are in a very good category with a value of 88.05 this figure is in the interval table 80-100. There is a significant relationship between learning activities mixing colours with fine motor skills of early childhood in group B2 RA Al-Muhajir Bandung City, with a very strong / very high level of relationship at the price of the correlation coefficient of 0.85 which is included in the interval 0.80-1.000
 Keywords: Color Mixing, Fine Motor Skills, Early Childhood

Enhancing Fine Motor Skills in Early Childhood Through Fun Cooking Activities: A Quasi-Experimental Study in Purwakarta, Indonesia

This quasi-experimental study investigates the impact of engaging in cooking activities on fine motor skill development in kindergarten children aged 4-5 in Purwakarta, Jawa Barat, Indonesia. Adopting a Nonequivalent Control Group Design, the research compared two groups: an experimental group participating in fun cooking activities and a control group following traditional teaching methods. Pretest and posttest assessments were conducted using a rating scale-based observation tool to measure fine motor skills. The intervention comprised three sessions of cooking activities, focusing on enhancing fine motor abilities. Data analysis utilized the N-Gain score method to quantify skill improvements. Results revealed a medium N-Gain score in the experimental group, indicating a significant enhancement in fine motor skills due to the cooking activities. In contrast, the control group showed no significant change. These findings suggest that fun cooking activities effectively develop fine motor skills in early childhood, offering a practical and engaging alternative to conventional teaching methods. This study's implications extend to curriculum design in early childhood education, advocating for integrating diverse and interactive activities. However, its limited geographical scope and the short duration of the intervention point to the need for further research. Future studies should explore long-term effects and broader applicability, potentially impacting policies and practices in early childhood education. This research adds to the growing body of literature that supports innovative and engaging learning approaches in the foundational years of schooling.

The Role of Teachers in Improving Fine Motor Skills of Early Childhood through Finger Painting Activities

This study explores teachers' professional role in improving children's fine motor skills through finger painting activities at RA Islam Irmassss. A descriptive qualitative approach was used to deeply understand this phenomenon. Data were collected through observations, interviews, and documentation of teachers and children involved in finger painting activities. The results showed that teachers have an important role in developing children's fine motor skills through finger painting, acting as facilitators, models, and mentors. Children show active participation and positive response to this activity. Teachers use a variety of creative teaching strategies to facilitate meaningful learning experiences for children. The implications of this study for educational practice include the improvement of teachers' teaching strategies in finger painting activities and their relevance to the early childhood education curriculum. The results of this study highlight the important role of teachers in supporting children's fine motor development and contribute to the development of more effective educational practices in early childhood education settings.
 Keywords: Fine Motor, Finger Painting, Early Childhood

The Influence of Traditional Bakiak Game on Gross Motor Skills in Early Childhood

This study aims to explore the influence of traditional bakiak games on the gross motor skills of early childhood. The research adopts a quantitative approach with an experimental design, specifically utilizing a pre-experimental One Group Pretest-posttest design. The participants include all children at Mutiara Bunda Early Childhood Education (PAUD), amounting to 18 children, who were selected using a total sampling technique. Data were collected through observation sheets. Prerequisite tests, such as normality and homogeneity tests, were conducted, followed by hypothesis testing using the t-test. The findings indicate that the t-table value at a significance level of 5% supports the research hypothesis, leading to the rejection of the null hypothesis and the acceptance of the alternative hypothesis. The findings of this research underline the importance of incorporating traditional games like bakiak into early childhood education to enhance gross motor skills.

Upaya Meningkatkan Kemampuan Motorik Halus Anak Usia Dini Melalui Kegiatan Menggunting Pola

This study aims to improve fine motor skills of early childhood through pattern cutting activities in group B children at Tunas Harapan Kindergarten. The research method used was classroom action research conducted in 2 cycles. The research subjects were 14 children in group B TK Tunas Harapan. The object of his research is pattern cutting activities and fine motor skills of early childhood. The data analysis used is percentage. The data taken is in the form of end-of-cycle test results and direct work results. The results showed that the fine motor skills of early childhood through cutting patterns developed very well in each indicator. The results can be seen in the action cycle II. Where the indicator for children being able to hold scissors correctly gets a score of 85,71%, the indicator for children being able to cut according to a pattern gets a score of 92.86%, the neat cutting indicator gets a score of 78.57%. as well as the indicator of children being able to cut out imitating the shape of a picture gets a value of 92.86%. Keywords: Fine Motor Skills, Cutting Patterns, Classroom action research