scholarly journals Educational Management Administrations through the Early Childhood Motor Skills’ Development for the Entire Royal Thai Police Administrative System in Border Patrol Police Schools

2021 ◽  
Vol 10 (4) ◽  
Keyword(s):  
Early Childhood ◽  
Motor Skills ◽  
Skills Development ◽  
Border Patrol ◽  
Administrative System ◽  
Educational Management

PENGEMBANGAN FISIK MOTORIK ANAK USIA DINI DENGAN BERMAI

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 67-77
Author(s):  
Farhatin Masrurah ◽  
Khulusinniyah Khulusinniyah
Keyword(s):  
Early Childhood ◽  
High Activity ◽  
Motor Skills ◽  
Motor Development ◽  
Rapid Growth ◽  
Skills Development ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Gross Motor ◽  
Gross Motor Skills

The first five years of a children’s age is the period of rapid growth with physical and motor development. Those process will develop well if stimulated continuously. Early childhood always identic with high activity requires the opportunity to express their abilities. Therefore playing method is very urgent inchildren’s gross motor skills and fine motor skills development through a variety of playing activities both indoors and outdoors. Playing is an activity that cannot be separated from early childhood’s world. All playing activities will be carried out happily. By the same token learning by playing will be done happily without any sense of being forced or oppressed.

scholarly journals PERMAINAN KANCING UNTUK PENINGKATAN PERKEMBANGAN KETERAMPILAN FISIK-MOTORIK ANAK USIA DINI

2019 ◽  
Vol 1 (5) ◽  
pp. 23
Author(s):  
Clara Siti Sendari ◽  
Iin Indriani ◽  
Arifah A Riyanto ◽  
Dedah Jumiatin
Keyword(s):  
Early Childhood ◽  
Statistical Analysis ◽  
Motor Skills ◽  
Motor Development ◽  
Learning Activities ◽  
Skills Development ◽  
Early Age ◽  
Assessment Guidelines ◽  
Active Child ◽  
Statistical Analysis Methods

One aspect of physical-motor development in early childhood is the muscles that affect the development of strength and motor skills (rough and smooth) which can be increased through learning activities or play activities that are varied, creative, and fun in accordance with the character of an active child, dynamic and enthusiastic. Button play is an activity of playing using button media that has a variety of shapes, colors and sizes, which are carried out or packaged in various ways or strategies, including inserting buttons into bottles, rooting, connecting ribbons, attaching buttons according to their shape and color, moving buttons using tweezers, which is done by walking or running. The action research conducted in this class aims to find out the improvement of the child's physical-motor skills development through the button game approach which is carried out in two cycles. The technique used in data collection is through assessment guidelines and observation sheets. Data obtained from the results of research using statistical analysis methods and description analysis. The study was conducted on 15 children at an early age. Data from the results of research and analysis showed an increase in the development of physical-motor skills in children as subjects of the study. This shows that the button game can improve the development of physical-motor skills in the early childhood group.

scholarly journals The Influence of Nutritional Status on Gross and Fine Motor Skills Development in Early Childhood

2019 ◽  
Vol 15 (5) ◽  
pp. 75
Author(s):  
Zulkarnaen Zulkarnaen
Keyword(s):  
Early Childhood ◽  
Nutritional Status ◽  
Motor Skills ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Skills Development ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
The Relationship ◽  
Moderate Relationship

This study examines the effect of nutritional status on the gross and fine motor skills development in early childhood. The data were selected randomly using simple random sampling at the Posyandu in East Praya sub-district, Central Lombok, West Nusa Tenggara, Indonesia. The samples were collected 127 children aged 24 to 36 months and their parents as respondents. The regression results showed that nutritional status had positive and significant effect on gross and fine motor skills development of children (adjusted R2 41.8%). The relationship nutritional status with gross and fine motor skills has the correlation value, 0.650 and moderate relationship level. Increasing the nutritional status greatly helps develop gross and fine motor skills development in children during their golden age.

Fine Motor Skills and Academic Achievement

2021 ◽  
pp. 55-69
Author(s):  
Onofre Ricardo Contreras Jordán ◽  
Álvaro Infantes-Paniagua
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Primary Education ◽  
Motor Skills ◽  
Preschool Education ◽  
Skills Development ◽  
Fine Motor ◽  
Special Focus ◽  
Fine Motor Skills

Fine motor skills are key in preschool education. These skills refer to those that require the movement of little muscles in hands, such as picking up pieces with tweezers or handwriting. Recent evidence has shown that those children with an appropriate fine motor skills development in the early childhood are expected to obtain a better academic achievement during the first years of primary education than those with delays or impairments in their fine motor skills. Thus, this chapter provides with an overview of the literature on this area, based on the most recent reviews, with a special focus on the graphomotor skills (i.e., handwriting) in the association between fine motor skills and academic achievement. Furthermore, the latest proposals aimed to improve fine motor skills and graphomotor skills are reviewed and assessed according to certain aspects which are considered relevant in the literature. Some guidelines for practitioners may be extracted.

scholarly journals Meningkatkan Kemampuan Motorik Halus melalui Kegiatan Cooking Class Anak Usia 5-6 Tahun di TK Melati Pekanbaru

2018 ◽  
Vol 2 (01) ◽  
pp. 61-72
Author(s):  
Sri Wahyuni ◽  
Sean Marta Efastri ◽  
Siti Fadillah
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Data Collection ◽  
Key Words ◽  
Motor Skills ◽  
Skills Development ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
High Increase ◽  
Childhood Education

Abstrak Pengembangan kemampuan motorik halus merupakan salah satu pengembangan kemampuan dasar di lembaga pendidikan anak usia dini sesuai dengan indikator pencapaian perkembangan, untuk itu ujuan penelitian ini adalah mengetahui adanya pengaruh kegiatan Cooking Class  terhadap kemampuan motorik halus anak   pada pra siklus, siklus I, dan siklus II, untuk mengetahui bagaimana penerapan kegiatan cooking classdalam meningkatkan kemampuan motorik halus anak usia 5-6 tahun TK Melati, kegiatan cooking class dapatmeningkatkan kemampuan motorik kasar anak usia 5-6 tahun. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas, sampel dalam penelitian ini sebanyak 15 orang. Teknik pengumpulan data menggunakan lembar observasi dan dokumentasi. Dari hasil analisis data diketahui terjadi peningkatan kemampuan motorik anak usia 5-6 tahun kegitana cooking class mulai dari observasi yang dilakukan pada tahapan pra siklus mengalami peningkatan dalam setiap siklusnya. Hal ini dapat dilihat dari perolehan angka mulai dari pra siklus sampai siklus II. Dimana perolehan angka rata-rata pra siklus sebesar 39.46%, siklus I sebesar 53,99%, dan tingginya peningkatan kemampuan motorik halus melalui kegiatan cooking class dari awal pra siklus sampai pada siklus II mengalami peningkatan yang cukup signifikan yaitu sebesar 77.46%.  Kata  Kunci :  Motorik Halus, Cooking Class     Abstract “Improve Fine Motor Skills through Cooking Class Activities for Children aged 5-6 years of Melati Kindergarten in Pekanbaru”. The development of fine motor skills is one of the basic skills development in early childhood education institutions in accordance with indicators of achievement of development. This research aims to find out the influence of cooking class activities for children fine motor skills in the pre cylce, first cycle, and second cycle to find out how the implementation of cooking class activities in improving fine motor skills for children aged 5-6 years of Melati Kindergarten, cooking class activities can be improve fine motor skills for children aged 5-6 years. The study method of this research was classroom action research, the first sample in this study was 15 people. Data collection techniques used observation and documentation sheets. From the result of data analysis, there was an increase of motor skills for children aged 5-6 years in cooking activities, start from observation at the pre-cycle stage and experiencing an increase in each cycle. This can be seen from the acquisition of numbers starting from the pre cycle to thesecond cycle. The acquisition of the pre cycle average number was 39,46% , first cycle was 53,99% , and the high increase in fine motor skills through cooking class activities from the beginning of the pre cycle until the second cycle has a significant increase was 77,46%.  Key words : Fine Motor, Cooking Class

Self-regulation moderates the relationship between fine motor skills and writing in early childhood

2021 ◽  
Vol 57 ◽  
pp. 239-250
Author(s):  
Madison C. Chandler ◽  
Hope K. Gerde ◽  
Ryan P. Bowles ◽  
Kyla Z. McRoy ◽  
Matthew B. Pontifex ◽  
...  
Keyword(s):  
Early Childhood ◽  
Motor Skills ◽  
Self Regulation ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
The Relationship

scholarly journals Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

2021 ◽  
Vol 18 (12) ◽  
pp. 6454
Author(s):  
Anne Soini ◽  
Anthony Watt ◽  
Arja Sääkslahti
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Motor Skills ◽  
Perceived Competence ◽  
Early Years ◽  
Self Report ◽  
Linear Regression Models ◽  
Teachers Perceptions ◽  
Childhood Education

Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.

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