A teacher-led motor programme to enhance pre-literacy and motor skills in kindergarten children

Abstrak - Pertumbuhan perkembangan dan belajar melalui aktivitas jasmani akan mempengaruhi tiga ranah dalam pendidikan yang meliputi ranah kognitif (menyadari gerak), ranah psikomotor (pertumbuhan biologis, kesehatan, kebugaran jasmani), dan ranah afektif (rasa senang, aktualisasi diri, konsep diri) [1]. Permasalahan yang tampak di era digital ini, terbatasnya kemampuan motorik anak dikarenakan anak-anak usia dini sudah terpapar oleh gadget sejak dini. Sehingga kemampuan motorik anak era digital terbatas karena pengaruh gadget. Tujuan dari penelitian ini adalah mengetahui tingkat pengetahuan guru keterampilan gerak dasar anak TK. Penelitian ini dilakukan dengan metode kuantitatif dengan jenis penelitian survei. Penelitian survei merupakan penelitian yang menggunakan kuesioner sebagai instrumen penelitian. Penelitian yang dilakukan di Taman Kanak-Kanak yang berada pada Gugus Cut Nyak Dien. 32 guru TK yang berada di Gugus Cut Nyak Dien dengan latar belakang pendidikan dari sarjana pendidikan, 65% masa kerjanya 2 tahun. Terdapat 15 guru TK yang memiiki pengetahuan yang tinggi dalam pengetahuan keterampilan gerak dasar. Terdapat 6 guru TK yang memiliki pengetahuan dalam kategori sedang terhadap pengetahuan keterampilan gerak dasar pada motorik kasar. Serta terdapat 12 guru TK yang memiliki pengetahuan yang rendah terhadap pengetahuan keterampilan gerak dasar dalam motorik kasar anak TK. Sejumlah 18% dari jumlah guru memiliki pengetahuan mengenai gerak lokomotor dan 15% dari jumlah guru belum memiliki pengetahuan mengenai gerakan non-lokomotor. Guru dapat mengimplementasikan ketiga keterampilan gerak dasar dalam berbagai kegiatan motorik melalui menari, senam, dan bentuk permainan yang diciptakan oleh guru. Penilaian keterampilan gerak dasar dilakukan guru TK dan guru melalui pengamatan. Sejumlah 75% guru TK mengetahui tujuan stimulasi keterampilan gerak dasar anak yaitu untuk meningkatkan perkembangan motorik anak. Abstract - Developmental growth and learning through physical activity will affect the three domains in education which include cognitive domains (aware of motion), psychomotor domains (biological growth, health, physical fitness), and affective domain (pleasure, self-actualization, self-concept) [1]. Problems that appear in this digital era, limited motoric abilities of children because early childhood have been exposed to gadgets early. So that the digital motor skills of children are limited due to the influence of gadgets. The purpose of this study was to determine the level of teacher knowledge of basic movement skills of kindergarten children. This research was conducted with quantitative methods with the type of survey research. Survey research is a study that uses a questionnaire as a research instrument. Research carried out in kindergartens in Cut Nyak Dien's Cluster. 32 kindergarten teachers who are in Cut Nyak Dien Group with educational background from undergraduate education, 65% working period is 2 years. There are 15 kindergarten teachers who have high knowledge in basic motion skills knowledge. There are 6 kindergarten teachers who have knowledge in the moderate category of basic motion skills knowledge in gross motor skills. And there are 12 kindergarten teachers who have low knowledge of basic motion skills knowledge in rough motoric kindergarten children.A total of 18% of teachers have knowledge of locomotor motion and 15% of teachers have no knowledge of non-locomotor movements. TK teachers can implement all three basic motion skills in various motor activities through dancing, gymnastics, and forms of games created by the teacher. Assessment of basic motion skills is done by kindergarten teachers and teachers through observation. 75% of kindergarten teachers know the purpose of stimulating children's basic motion skills, namely to improve children's motor development. Keywords - Knowledge, Teacher, Skills, Basic movement

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"Han går oppover mens han går nedover!" Femåringers refleksjoner om vertikal forflytning i klatrevegg

Tidsskrift for Nordisk Barnehageforskning ◽

10.7577/nbf.484 ◽

2013 ◽

Vol 6 ◽

Author(s):

Per-Einar Sæbbe ◽

Reidar Mosvold

Keyword(s):

Content Analysis ◽

Motor Skills ◽

Kindergarten Children ◽

Mathematical Ability ◽

Spatial Thinking ◽

Spatial Understanding ◽

Classical Studies ◽

Climbing Wall ◽

Children's Development ◽

Indoor Climbing

Previous research has shown that children seem to have better ability to decenter than what the classical studies of Piaget indicated. Decentering can be connected with spatial understanding, and the development of spatial thinking has proven important for children’s mathematical ability. There is, however, little research about how children’s development of spatial thinking is connected with motor skills. In this article, we analyze the reflections of kindergarten children concerning a video of their own climbing activity in an indoor climbing wall. Content analysis of the transcriptions indicates that the children are conscious about direction and localization. The analysis also indicates that children are most concerned about whether or not they reach the top. Keywords; decentering, climbing, localization, direction

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Correlations of Conceptual Development with Motor Skills for a Turkish Sample of Kindergarten Children

Perceptual and Motor Skills ◽

10.2466/pms.105.1.261-264 ◽

2007 ◽

Vol 105 (1) ◽

pp. 261-264 ◽

Cited By ~ 2

Author(s):

Aynur Bütün Ayhan ◽

Neriman Aral ◽

Esra Aki ◽

Hülya Kayihan

Keyword(s):

Motor Skills ◽

Basic Concept ◽

Conceptual Development ◽

Short Form ◽

Kindergarten Children ◽

Healthy Children ◽

Motor Proficiency

The purpose was to research the conceptual development and motor skills of 36 healthy children of kindergarten age ( M age = 67.6 mo., SD =3.6). 19 girls and 17 boys completed the Bracken Basic Concept Scale-Revised and the Bruininks-Oseretsky Test of Motor Proficiency–Short Form.

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Kindergarten Children with Congenital Heart Disease Show Good Physical Activity but Reduced Motor Skills in Comparison with Healthy Children

Cardiology and Angiology An International Journal ◽

10.9734/ca/2015/17997 ◽

2015 ◽

Vol 4 (3) ◽

pp. 90-97

Author(s):

Andrea Engelhardt ◽

Pinar Heck ◽

Renate Oberhoffer ◽

Peter Ewert ◽

Alfred Hager

Keyword(s):

Physical Activity ◽

Congenital Heart Disease ◽

Heart Disease ◽

Motor Skills ◽

Congenital Heart ◽

Kindergarten Children ◽

Healthy Children

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Meningkatkan Kemampuan Motorik Halus Anak Melalui Metode Pemberian Tugas Menganyam Kertas Dan Melipat Kertas

Jurnal Pendidikan Islam Iqra ◽

10.30984/jii.v12i2.901 ◽

2018 ◽

Vol 12 (2) ◽

pp. 183

Author(s):

Trimurti Utiarahman

Keyword(s):

Motor Skills ◽

Class Action ◽

Kindergarten Children ◽

Fine Motor ◽

Fine Motor Skills ◽

Research Subjects ◽

North Sulawesi ◽

Paper Folding ◽

Folding Paper ◽

Group B

AbstrakPenelitian ini bertujuan mendeskripsikan penerapan metode pemberian tugas menganyam kertas dan melipat kertas (origami) yang dapat meningkatkan kemampuan motorik halus pada anak. Penelitian menggunakan rancangan penelitian tindakan kelas. Subjek penelitian ialah anak taman kanak-kanak kelompok B Raudatul Athfal Al-Mujahidin Tomohon, Sulawesi Utara yang berjumlah 16 orang. Pelaksanaan tindakan dilaksanakan dalam siklus berulang yang terdiri dari 4 tahap, yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Jenis data yang digunakan dalam penelitian ini yaitu kualitatif dan kuantitatif. Data kualitatif dianalisis menggunakan teknik kualitatif melalui tiga tahap yaitu reduksi data, paparan data, dan penyimpulan atau verifikasi data. Sedangkan, data kuantitatif dianalisis secara deskriptif menggunakan tabel frekuensi dan persentasi. Hasil penelitian menunjukkan bahwa metode pemberian tugas menganyam kertas dan melipat kertas (origami) dapat meningkatkan kemampuan motorik halus anak. Melalui pemberian tugas menganyam kertas dan melipat kertas (origami) ini motivasi belajar anak meningkat sehingga sangat mudah dapat meningkatkan kemampuan motorik halus anak. Oleh karena itu, metode penugasan menganyam dan melipat kertas (origami) dapat dijadikan bahan dalam menyusun desain pembelajaran khususnya pada anak taman kanak-kanak kelompok B. Kata Kunci: kemampuan motorik halus, anak, menganyam kertas, melipat kertas AbstractThe aim of this research was to describe the application of the method of giving task with floating and folding paper (origami) which could increase the children’s fine motor skills. This study was conducted by used a class action research design. This research subjects were the children of the kindergarten group B Raudatul Athfal Al-Mujahidin Tomohon, North Sulawesi, which amounts to 16 people. The implementation of the actions was carried out in a repetitive cycle which consisting of 4 stages, namely planning, implementation, observation, and reflection. The type of data which used in this study were qualitative and quantitative. Qualitative data were analyzed by using the qualitative techniques through three stages, namely data reduction, data exposure, and inference or data verification. Whereas, quantitative data were analyzed descriptively by using the frequency tables and percentages. The results showed that the method of giving task with floating and folding paper (origami) could increase the children's fine motor skills. Through giving the task of floating and folding paper (origami), the children’s learning motivation increased so it’s very easy to increasing the children's fine motor skills. Therefore, the method of giving task with floating and folding paper (origami) can be used as material in preparing the design of learning, especially in kindergarten children in group B.Keywords: fine motor skills, children, floating paper, folding paper

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MENINGKATKAN MOTORIK HALUS PADA ANAK USIA 4-6 TAHUN

DEVOSI ◽

10.33558/devosi.v1i2.2502 ◽

2021 ◽

Vol 1 (2) ◽

pp. 7-12

Author(s):

Dani Sapitri ◽

Hasan Basri

Keyword(s):

Early Childhood ◽

Community Service ◽

Motor Skills ◽

Golden Age ◽

Kindergarten Children ◽

Sensitive Period ◽

Fine Motor ◽

Early Age ◽

Teaching Activities ◽

Almost All

At an early age is a very important and decisive age for child development. Early childhood is often referred to as the "golden age" or the golden age. At this time, almost all potential children experience a sensitive period to grow and develop rapidly and greatly. The development of each child is not the same because each individual has different developments. Early childhood is a time full of important and unique events that lay the foundation for a person's life in adulthood. The method of implementation carried out in carrying out Community Service activities is coloring, cutting the patterns that have been provided, folding origami paper and then sticking it on HVS paper and playing lego. Based on the results of teaching activities to improve fine motor skills in children aged 4-6 years at Raudathul Atfal Islamic Kindergarten, children can understand instructions from the presenters to color, cut, fold and play lego. The children also enjoy the material that has been done, and the children take part in the activities as the speaker has demonstrated

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Exploring the construct of school readiness based on child development for kindergarten children

Research and Evaluation in Education ◽

10.21831/reid.v3i1.13663 ◽

2017 ◽

Vol 3 (1) ◽

pp. 42

Author(s):

Farida Agus Setiawati ◽

Rita Eka Izzaty ◽

Agus Triyanto

Keyword(s):

Elementary Schools ◽

Child Development ◽

School Readiness ◽

Motor Skills ◽

Kindergarten Children ◽

Fine Motor ◽

Social Emotional ◽

Gross Motor Skills ◽

Emotional Skills ◽

Special Region

Indonesian government has regulated that the basic age of readiness of a child to attend elementary schools is 7 years old. In fact, some children are not exactly 7 years old when they first go to school because they develop more rapidly. This study is aimed at investigating some aspects of child development which affect their readiness to attend elementary school. The subjects were 101 grade 1, 2, and 3 teachers of elementary schools in Yogyakarta, a special Region in Indonesia. The data were collected through interviews. The results of the data collection were analyzed using both descriptive quantitative and qualitative techniques. The results of the study show some aspects of child development affecting their readiness to attend elementary schools, including cognitive and language ability, social emotional skills, fine motor skills, gross motor skills, arts, religion and moral values, and some others. Beside these aspects, some problems in grades 1, 2, and 3 are also found. This study is expected to give significant indicators to create the construct of school readiness.

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PENINGKATAN KEMAMPUAN MOTORIK KASAR ANAK USIA NIDI MELALUI PERMAINANTRADISIONAL PADA KELOMPOK B TK ISLAM SILMI SAMARINDA

Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini ◽

10.24903/jw.v3i2.264 ◽

2019 ◽

Vol 3 (2) ◽

pp. 28-41

Author(s):

Nurwati - Nurwati

Keyword(s):

Early Childhood ◽

Motor Skills ◽

Kindergarten Children ◽

Research Subjects ◽

Learning Program ◽

Gross Motor ◽

Gross Motor Skills ◽

Body Balance ◽

Game Environment ◽

Group B

Gross motoric ability is one aspect of development carried out in early childhood. Kindergarten learning program is a whole unit that is developed through themes and sub-themes in the process of interacting with kindergarten children at learning resources by playing in the game environment or better known as the area or center. The increase in gross motoric skills of kindergarten children is generally carried out outside the classroom with the development of learning programs according to the curriculum that must be developed according to the level of achievement of children from one stage to the next stage through a game. This study aims to improve the Gross Motoric Ability of Early Childhood through Traditional Games in Group B of Silmi Samarinda Islamic Kindergarten. This research was conducted in Group B of TKIslam Silmi Samarinda. The method used in this study is Classroom Action Research (CAR), carried out three times in one cycle with four stages: (1) Planning, (2) actions, (3) observations and (4) reflection. The research subjects were 20 students aged 5-6 years. The research data was obtained from the collection of instruments through observation, field notes and documentation. The results of the study increased the gross motoric skills of children after analyzing the data on four aspects of assessment, namely; jumping, body balance, agility, and flexibility seen these four aspects have different levels of difficulty where the aspects of jumping and body balance as a whole are able to do so, while the aspects of agility and flexibility of most children have a low ability. But the overall gross motor skills of the children in the pre-study reached 64%, the first cycle reached 70%, the second cycle reached 801% and the third cycle 90%. Traditional game method is a very appropriate method applied in increasing gross motor skills of children aged 5-6 years or group B.

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