scholarly journals PELATIHAN METODE PENGEMBANGAN MOTORIK KASAR ANAK USIA DINI PADA GURU PAUD

2018 ◽  
Vol 2 (1) ◽  
pp. 65
Author(s):  
Romi Cendra ◽  
Novri Gazali ◽  
Toktong Parulian ◽  
Alficandra Alficandra ◽  
Leni Apriani
Keyword(s):  
Early Childhood ◽  
Education Program ◽  
Motor Skill ◽  
Skill Development ◽  
Early Age ◽  
Gross Motor ◽  
Direct Practice ◽  
Childhood Education ◽  
Motor Skill Development ◽  
Gross Motor Skill

This activity was aimed to educate and train teachers of early childhood education program concerning two key matters for the success of early-age children’s gross motor skill development, namely: basic knowledge and skills of early-age children’s gross motor skill development methods. This training was provided using direct practice method, a method employed by teachers by practicing in a direct manner in accordance with the materials to be delivered to children. It was expected that through this direct practice activity, children gain experience by directly interacting with objects. This activity was carried out for a period of one day on April 30, 206 from 07.30 to 17.00 outside the effective learning hours. This activity was conducted in Plamboyan, District of Tapung, Regency of Kampar, Province of Riau, with 24 teachers of early childhood education program being participants. From this activity, it was concluded that physical/motoric development is part of basic skill development in kindergarten leading to activities for training children’s motoric skills, especially gross motoric skills, including walking, running, leaping, exercising, playing with ball, using tools, dancing, doing rhythmic exercise and combined moves.Keywords: Method Development, Gross Motor Skills ABSTRAKKegiatan ini bertujuan untuk memberikan pembekalan ilmu dan keterampilan kepada para guru pendidikan anak usia dini (PAUD) mengenai dua hal penting untuk sukses dalam mengembangkan kemampuan motorik kasar anak-anak usia dini, yaitu : memberikan pengetahuan dan keterampilan dasar metode pengembangan motorik kasar anak usia dini melalui metode praktik langsung. Metode praktik langsung adalah metode yang dilakukan oleh guru dengan cara melakukan praktek secara langsung sesuai dengan materi yang akan disampaikan kepada anak-anak. Melalui kegiatan praktik langsung diharapkan anak mendapatkan pengalaman melalui interaksi langsung dengan objek.. Program kegiatan dilaksanakan selama satu hari, yaitu pada tanggal 30 April 2016 mulai pukul 07.30 hingga 17.00 di luar jam efektif belajar. Kegiatan ini dilaksanakan di Plamboyan Kecamatan Tapung Kabupaten Kampar Provinsi Riau dengan  peserta adalah guru-guru pendidikan anak usia dini (PAUD) yang berjumlah 24 orang. Kesimpulan kegiatan ini yaitu pengembangan fisik/motorik merupakan salah satu bagian pengembangan kemampuan dasar di TK yang mengarah pada kegiatan untuk melatih motorik anak khususnya motorik kasar anak yang terdiri atas gerakan-gerakan jalan, lari, lompat, senam, keterampilan dengan bola, keterampilan menggunakan peralatan, menari, latihan ritmik dan gerak gabungan. Kata Kunci: Metode Pengembangan, Motorik Kasar

scholarly journals Gross motor skill development of kindergarten children in Japan

2018 ◽  
Vol 30 (5) ◽  
pp. 711-715
Author(s):  
Thanda Aye ◽  
Tsugumi Kuramoto-Ahuja ◽  
Tamae Sato ◽  
Kaori Sadakiyo ◽  
Miyoko Watanabe ◽  
...  
Keyword(s):  
Motor Skill ◽  
Skill Development ◽  
Kindergarten Children ◽  
Gross Motor ◽  
Motor Skill Development ◽  
Gross Motor Skill

scholarly journals TEACHER’S EXPERIENCES OF TEACHING GROSS MOTOR SKILL FOR CHILDREN WITH OBESITY: A PHENOMENOLOGICAL STUDY

2020 ◽  
Vol 21 (1) ◽  
pp. 21
Author(s):  
Muchammad Arif Muchlisin
Keyword(s):  
Early Childhood ◽  
Motor Skill ◽  
Phenomenological Study ◽  
Study Data ◽  
Future Research ◽  
Obese Children ◽  
Structured Interviews ◽  
Gross Motor ◽  
Childhood Education ◽  
Gross Motor Skill

Improving gross motor skill in early childhood education is very important. However, few qualitative studies have investigated teachers’ experience of teaching gross motor skill with obese children. The purpose of this present study is to explore the early childhood educators’ experiences of teaching gross motor skill children with obesity from six kindergartens in the Yogyakarta district. Nine teachers participated in this study. Data were gathered through semi-structured interviews. Data also were qualitatively analyzed using the phenomenological study with the Moustakas model. Four thematic categories emerged: positive perception; flexibility; diverse role, and barriers. Teachers described the feeling when teaching gross motor for obese children, the flexibility of gross motor teaching. Teachers also expressed how the role was used for obese children and having barriers faced by teachers. Implications of these findings are discussed and recommendations are made for future research.

scholarly journals Gross motor skill development of 5-year-old Kindergarten children in Myanmar

2017 ◽  
Vol 29 (10) ◽  
pp. 1772-1778 ◽  
Author(s):  
Thanda Aye ◽  
Khin Saw Oo ◽  
Myo Thuzar Khin ◽  
Tsugumi Kuramoto-Ahuja ◽  
Hitoshi Maruyama
Keyword(s):  
Motor Skill ◽  
Skill Development ◽  
Kindergarten Children ◽  
Gross Motor ◽  
Motor Skill Development ◽  
Gross Motor Skill

scholarly journals Development of fundamental motor skills in children of a public school in the city of Sao Paulo

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
Decio Rodrigues ◽  
Eric Leal Avigo ◽  
Jose Angelo Barela
Keyword(s):  
Public School ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Development ◽  
First Grade ◽  
Chronological Age ◽  
Gross Motor ◽  
Fundamental Motor Skills ◽  
Motor Skill Development

BACKGROUND: One common observation is that Brazilian children are failing to achieve the expected proficiency, regarding the chronological age, in performing gross motor skills. PURPOSE: The aim was to verify the development of fundamental motor skills of 6- and 9-year-old children from a public school of São Paulo city. METHOD: Eight two children were selected from the first and fourth Elementary year, 40 children from the first grade (6.6 year-old, 20 boys and 20 girls) and 42 children from the fourth grade (9.2 year-old, 21 boys and 21 girls). Children were videotaped performing the Test of Gross Motor Development tasks, locomotor and object-control subtests. Three experimenters inspected the video images and rated the children’s performance following the suggested criteria. RESULTS: Nine-year-old children were advanced in fundamental motor skill performance compared to 6-year-old, but children from both age groups are delayed to the expected fundamental motor skill development. Moreover, the developmental delay is even worse as chronological age increases, with 6-year-old rated as poor whereas 9-year-old children are rated as very poor in fundamental motor skill development. CONCLUSION: These results raise several concerns regarding the importance of mastering the basic motor skills and future enrolment in motor activities.

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