scholarly journals Application of Therapeutic Therapy Therapies in Improving Baby Motor Development

2020 ◽  
Vol 8 (3) ◽  
pp. 265
Author(s):  
Wita Oktaviana ◽  
Budi Anna Keliat
Keyword(s):  
Case Report ◽  
Group Therapy ◽  
Motor Skills ◽  
Motor Development ◽  
Scientific Work ◽  
Developmental Task ◽  
Therapeutic Group ◽  
Nursing Diagnosis ◽  
Starting Point ◽  
Therapeutic Evaluation

Infancy is the starting point according to the capabilities and abilities that are formed. The age of the baby has a developmental task that must be questioned, namely trust and suspicion, which is not fulfilled so that it can cause fear there will be no comfort from the environment so that this baby develops suspicion for others and does not trust other people as well. Therapeutic group therapy (TKT) is one type of therapy that helps complete the development of infants, one of which is the development of motor skills. The purpose of reporting this case is to further resolve the application of TKT in improving infant motor development. The method used in this scientific work is a case report. The intervention was carried out on six family that has babies 0-6 months with a priority nursing diagnosis that is enforced is the readiness to increase the infant's age. Interventions were carried out in groups where each group consisted of 6-10 people. Improving the ability of infants through discussion and interviews after the intervention is carried out. The interventions given were generalist therapy and therapeutic group therapy (TKT). The author uses a workbook and a therapeutic evaluation book for Therapeutic Groups (TKT) to determine the understanding of baby's abilities. The results obtained are group therapy that can provide increased motor skills in infants.

scholarly journals Crawl Position Depends on Specific Earlier Motor Skills

2021 ◽  
Vol 10 (23) ◽  
pp. 5605
Author(s):  
Ewa Gajewska ◽  
Jerzy Moczko ◽  
Mariusz Naczk ◽  
Alicja Naczk ◽  
Barbara Steinborn ◽  
...  
Keyword(s):  
Motor Skills ◽  
Supine Position ◽  
Motor Development ◽  
Motor Performance ◽  
Qualitative Assessment ◽  
Early Assessment ◽  
Neurological Assessment ◽  
Proper Position ◽  
Starting Point ◽  
The Relationship

Early assessment of motor performance should allow not only the detection of disturbances but also create a starting point for the therapy. Unfortunately, a commonly recognised method that should combine these two aspects is still missing. The aim of the study is to analyse the relationship between the qualitative assessment of motor development at the age of 3 months and the acquisition of the crawl position in the 7th month of life. A total of 135 children were enrolled (66 females). The analysis was based on physiotherapeutic and neurological assessment and was performed in the 3rd, 7th and 9th months of life in children, who were classified according to whether they attained the crawl position or not in the 7th month. Children who did not attain the crawl position in the 7th month did not show distal elements of motor performance at the age of 3 months and thus achieved a lower sum in the qualitative assessment. Proper position of the pelvis at the age of 3 months proved to be very important for the achievement of the proper crawl position at the 7th month. Failure to attain the crawl position in the 7th month delays further motor development. The proximal-distal development must be achieved before a child is able to assume the crawl position. Supine position in the 3rd month seemed more strongly related to achieving the crawl position than assessment in the prone position.

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.

Pemetaan Pengetahuan Guru TK tentang Keterampilan Gerak Dasar Anak TK

2019 ◽  
Vol 5 (2) ◽  
pp. 76
Author(s):  
Nila Fitria ◽  
Rohita Rohita
Keyword(s):  
Survey Research ◽  
Motor Skills ◽  
Motor Development ◽  
Quantitative Methods ◽  
Educational Background ◽  
Kindergarten Teachers ◽  
Teacher Assessment ◽  
Kindergarten Children ◽  
Basic Movement ◽  
Basic Motion

<p><em>Abstrak</em><strong> - 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 <em>gadget </em>sejak dini. Sehingga kemampuan motorik anak era digital terbatas karena pengaruh <em>gadget. </em>Tujuan dari penelitian ini adalah mengetahui tingkat pengetahuan guru keterampilan gerak dasar anak TK. </strong><strong>Penelitian ini dilakukan dengan metode kuantitatif dengan jenis penelitian survei. Penelitian survei merupakan penelitian yang menggunakan kuesioner sebagai instrumen penelitian. </strong><strong>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.</strong></p><p> </p><p><em>Abstract <strong>- </strong></em><strong>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) </strong>[1]<strong>. 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.</strong><strong><em> </em></strong><strong>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.</strong></p><p><strong> </strong><strong><em>Keywords - </em></strong><em>Knowledge, Teacher, Skills, Basic movement</em></p>

Gross Motor Development in Preschool Children with Learning Disabilities

1989 ◽  
Vol 6 (3) ◽  
pp. 268-279 ◽  
Author(s):  
James H. Rimmer ◽  
Luke E. Kelly
Keyword(s):  
Learning Disabilities ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Free Play ◽  
Adapted Physical Education ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
School Year

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n = 29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develop the gross motor skills of their audience. The programs were called occupational therapy (OT) (45–60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30 min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33–35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups.

A Comparison of the Fundamental Motor Skills of Preschool-Aged Children With and Without Visual Impairments

2020 ◽  
pp. 1-10
Author(s):  
Ali Brian ◽  
Sally Taunton Miedema ◽  
Jerraco L. Johnson ◽  
Isabel Chica
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Developmental Trajectories ◽  
Visual Impairments ◽  
Physical Activity Behavior ◽  
Underlying Mechanism ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
Preschool Aged Children ◽  
Ball Skills

Fundamental motor skills (FMS) are an underlying mechanism driving physical activity behavior and promoting positive developmental trajectories for health. However, little is known about FMS of preschool-aged children with visual impairments (VI). The purpose of this study was to examine the FMS of preschool-aged children (N = 25) with (n = 10) and without (n = 15) VI as measured using the Test of Gross Motor Development-3. Children without VI performed significantly higher than their peers for locomotor (M = +11.87, p = .014, η2 = .31) and ball skills (M = +13.69, p < .001, η2 = .56). Regardless of the presence of a VI, many participants struggled with developing FMS, with the greatest disparity resting within ball skills. These findings help to clarify the FMS levels of preschool-aged children with VI. Thus, there is a need for both further inquiry and intervention for all children.

The Effectiveness of Basic Dance Movement Therapy on the Completeness of Motoric Skill in Preschool Children

2021 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Sambodo Sriadi Pinilih ◽  
M. Khoirul Amin ◽  
Evi Rositasari
Keyword(s):  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Sampling Technique ◽  
Movement Therapy ◽  
Bivariate Analysis ◽  
P Value ◽  
Dance Movement Therapy ◽  
Dance Movement ◽  
Quasi Experimental

Motor development is one aspect of development that can integrate the development of other aspects. If the developmental aspect is not stimulated, the child's development will be delayed, so the child will have difficulty in following the learning process in elementary school. Basic Dance Movement Therapy is the provision of independent therapy. This study aims to determine the effectiveness of Basic Dance Movement Therapy on the Completeness of Motoric Skill in Preschool Children. This study used quasi-experimental with one group pre-post design. The sampling technique was Proportionate Stratified Random Sampling with a sample size of 58 children studying at Aisyiyah Playgroup, at Jamblang, Kaliabu Village, Salaman District and Az-Zahra NU Playgroup, Salaman District. Data analysis was performed using univariate and bivariate analysis with the Wilcoxon statistical test. There was a significant effectiveness of Basic Dance Movement Therapy and the completeness of motor skills of preschool children in Aisyiyah Playgroup, Jamblang, Kaliabu Village, Salaman District and Az-Zahra NU Playgroup,  Salaman, with a p-value of 0.000 (p <0.05). Basic Dance Movement Therapy is effective to improve the children's motoric skills. Suggestion: This study can be used as the basic for further research, namely modified therapy under normal conditions or combined with other methods that can be done online or offline.

Motor Skills and Participation in Middle Childhood: A Direct Path for Boys, a Mediated Path for Girls

2021 ◽  
Vol 18 (3) ◽  
pp. 318-324
Author(s):  
Elnaz Emadirad ◽  
Brad W.N. Temple ◽  
Stephanie C. Field ◽  
Patti-Jean Naylor ◽  
Viviene A. Temple
Keyword(s):  
Motor Skills ◽  
Middle Childhood ◽  
Motor Development ◽  
Motor Skill ◽  
Cross Sectional Study ◽  
Physical Activities ◽  
Cross Sectional ◽  
Psychological Variables ◽  
Skill Levels ◽  
The Relationship

Background: Beyond the often examined perceptions of competence and motor skill proficiency, perceived value and children’s expectations for success are thought to affect engagement in physical activities. We used parallel mediation models to examine the direct effect of motor skill proficiency on participation in physical activities, as well as whether children’s beliefs and value for physical activities mediated this relationship. Methods: The participants in this cross-sectional study were a total of 398 grade 3 children (201 girls) from 8 schools. Motor skills were assessed using the Test of Gross Motor Development-2, the Value Expectancy Questionnaire measured the psychological variables, and the Children’s Assessment of Participation and Enjoyment measured physical activities. Results: Motor skill proficiency predicted all 3 psychological constructs for the boys and the girls, and boys’ participation in physical activities. However, the psychological variables did not mediate the relationship between motor skills and participation among the boys. For the girls, task value mediated the relationship between motor skills and physical activity participation. Conclusion: It is possible that the girls are further along in their ability to reflect on their competence, successes, and failures; it is also possible that the lower motor skill levels of girls had a deleterious effect on their feelings about participating.

scholarly journals UPAYA PENINGKATAN KEMAMPUAN MOTORIK HALUS ANAK USIA 4-5 TAHUN MELALUI MEDIA BALOK BERGAMBAR DI TKIP ASSALAAM KOTA TASIKMALAYA

2020 ◽  
Vol 3 (1) ◽  
pp. 48-60
Author(s):  
Yeni Hendayani ◽  
Heri Yusuf Muslihin ◽  
Taopik Rahman
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Motor Ability ◽  
Group A ◽  
The Media ◽  
Media Data ◽  
City Group ◽  
Implementation Stage

ABSTRACTThis research is motivated by difficulties in fine motor skills, problems that occur in group A in Kindergarten IP Assalaam Tasikmalaya City, there are still many children who are less in fine motor development especially in motion skills of both hands, fingers and skill to coordinate the speed or dexterity of hands with eye movements. This is suspected because the learning in the classroom is still monotonous and the teacher still has not used the media, especially for the fine motor development. The purpose of this research is improve the fine motor skills of children through Balok Bergambar media in group A age 4-5 year in kindergarten IP Assalaam City Tasikmalaya. Classroom Action Research (PTK) conducted in collaboration with teachers, implemented 3 cycles using the Kemmis and MC Taggart Model. The subjects of the research were children of A kindergarten IP Assalaam Tasikmalaya City group consisting of 18 people, as many as eight male and 10 female and one teacher as a partner teacher. The object of research is the fine motor ability of the child through Balok Bergambar media. Data collection techniques used observation and documentation, while data analysis techniques using descriptive qualitative. Each cycle consisting of four and stages: planning, implementation stage, observation stage, and reflection stage. The results of the research have shown that the use of Balok Bergambar media can improve the fine motor ability of the child. This is evidenced by the increase in the ability of teachers in planning daily learning, the ability of teachers in the process of implementation of learning by using Balok Bergambar media and the ability to fine motor children aged 4-5 years from each cycle. Can be concluded the Balok Bergambar media can improve the fine motor ability of children aged 4-5 years in kindergarten IP Assalaam Tasikmalaya City. ABSTRAKPenelitian ini dilatarbelakangi adanya kesulitan dalam kemampuan motorik halus, permasalahan yang terjadi pada kelompok A di TK IP Assalaam Kota Tasikmalaya, masih banyak anak yang kurang dalam perkembangan motorik halusnya khususnya dalam keterampilan gerak kedua tangan, keterampilan jari jemari dan keterampilan mengkoordinasikan kecepatan atau kecekatan tangan dengan gerakan mata. Hal ini diduga disebabkan karena pembelajaran di kelas masih monoton dan guru masih belum menggunakan media, khususnya untuk perkembangan motorik halusnya. Tujuan penelitian ini adalah untuk meningkatkan kemampuan motorik halus anak melalui media balok bergambar pada kelompok A usia 4-5 tahun di TKIP Assalaam Kota Tasikmalaya. Penelitian Tindakan Kelas (PTK) yang dilakukan bekerjasama dengan guru, dilaksanakan sebanyak 3 siklus dengan menggunakan model Kemmis dan Mc. Taggart. Subjek penelitian adalah anak kelompok A TKIP Assalaam Kota Tasikmalaya yang terdiri dari 18 orang yaitu sebanyak  delapan orang laki-laki dan 10 orang perempuan dan  satu orang guru sebagai guru mitra.  Objek penelitian adalah kemampuan motorik halus anak melalui media balok bergambar. Teknik pengumpulan data menggunakan observasi dan dokmentasi, sedangkan teknik analisis data menggunakan deskriptif  kualitatif. Setiap siklus terdiri dari empat tahap yaitu perencanaan, tahap pelaksanaan, tahap observasi, dan tahap refleksi. Hasil penelitian yang telah dilaksanakan menunjukkan bahwa penggunaan media balok bergambar dapat meningkatkan kemampuan motorik halus anak. Hal ini dibuktikan dengan adanya peningkatan kemampuan guru dalam  merencanakan pembelajaran harian, kemampuan guru dalam proses pelaksanaan pembelajaran dengan menggunakan media balok bergambar dan kemampuan motork halus anak usia 4-5 tahun dari setiap siklusnya. Maka dapat disimpulkan media balok bergambar dapat meningkatkan kemampuan motorik halus anak usia 4-5 tahun di TKIP Assalaam Kota Tasikmalaya.

scholarly journals Refractive disorders in children

2021 ◽  
Vol 70 (1) ◽  
pp. 5-9
Author(s):  
Larisa-Bianca Holhos ◽  
◽  
Mihaela Coroi ◽  
Teodora Holhos ◽  
Ioana Damian ◽  
...  
Keyword(s):  
Public Health ◽  
Motor Skills ◽  
Motor Development ◽  
Public Health Problem ◽  
Severe Form ◽  
Perceptual System ◽  
Refractive Errors ◽  
Visual Dysfunction ◽  
Sensory Motor ◽  
Complex Activities

According to current estimations, globally, there are around 150 million people with an uncorrected refractive disorder, which means 27% of the world’s population. Approximately 1.4 million of these are children and have a milder or more severe form of visual dysfunction secondary to refractive errors. Since 1990, refractive errors are considered to be a public health problem among children and cause visual dysfunction, with a prevalence of up to 43%. Vision maturation occurs in early childhood, when all the senses and motor skills work together to acquire language, first ideas about the environment and all the elements that define the person himself. Sight is a contributory perceptual system for the cognitive, social, sensory-motor development and for the assemblage of information about the environment. In the first years of life, the child increasingly discovers complex activities, requiring the ability to change the eyes fixation in space from one point to another and a normal binocular motility.

scholarly journals KAPASITAS PERKEMBANGAN KEMAMPUAN MOTORIK PADA ANAK USIA TAMAN KANAK-KANAK

2019 ◽  
Vol 7 (2) ◽  
pp. 26-37
Author(s):  
Ahadin Ahadin
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
The Body ◽  
Power Balance ◽  
Motor Behaviour ◽  
Motor Ability ◽  
Community Environment ◽  
Child Interaction ◽  
Individual Capacity ◽  
Integrated Or

Motor ability is an individual capacity to develop the ability of the skills that are possessed in an effort to heighten or accelerate the mastery of a skill. Individual capacities that are motor capability consist of: speed (speed), agility, power, balance (balance), flexibility (flexibility), and coordination (coordination). Motor development is a change in motor behaviour that occurs because of maturity and child interaction with the environment. Maturity is a change that occurs in the body within a period of time. While the environment consists of: family, friends play, and community environment. The function of motor capability for children in kindergarten is to promote labor, facilitate, accelerate in the mastery of various motor skills studied. Motor skills are a child's ability to display or demonstrate a skill. Motor capability occurs or is acquired through an integrated or associated process along with an exercise or enhancement through experience. Motor capability will occur with a change from time to time relatively permanent in the capacity to showcase a skilled motor skill.

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