scholarly journals Effects of Fine Motor Development in the Subsequent Expressive and Receptive Language Skills of Children with Special Needs

2020 ◽  
Vol 3 (2) ◽  
pp. 143-144
Author(s):  
David Karlo I. Equipaje ◽  
Deborah Natalia E. Singson
Keyword(s):  
Special Needs ◽  
Motor Skills ◽  
Motor Development ◽  
Language Skills ◽  
Expressive Language ◽  
Development Program ◽  
Receptive Language ◽  
Fine Motor ◽  
International Studies ◽  
Fine Motor Skills

Studies related to developmental psychology have long recognized the importance of motor development but have recently begun to systematically map out its subsequent developmental pathways.  In many international studies, finding evidence on the effects of fine motor skills development on children's language skills with special needs (CSNs) has significantly grown much interest.  Fine motor skills and language skills play a vital role in a child's early development.  Hence, the study describes the level of performance in the fine motor domain, expressive language domain, and receptive language domain of preschool-aged CSNs of a private intervention center in Bacolod City during the school year 2019-2020. Likewise, it explores the existing relationship of the fine motor skills and language skills between the CSN's age and sex before and after participating in a fine motor development program.  Also, it determines the subsequent consequences of the fine motor development program on the expressive language skills and receptive language skills of the CSNs.

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 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 Differences between preschool children using tablets and non-tablets in visual perception and fine motor skills

2019 ◽  
Vol 32 (2) ◽  
pp. 118-126
Author(s):  
Ling-Yi Lin
Keyword(s):  
Preschool Children ◽  
Visual Perception ◽  
Motor Skills ◽  
Motor Development ◽  
Visual Memory ◽  
Occupational Therapists ◽  
Underlying Mechanism ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Perceptual Skills

Background Numerous touch-screen applications designed to support visual perceptual skills and fine motor development for young children are available. Objectives This study aimed to investigate whether or not there were differences between children using tablets and non-tablets in visual perception and fine motor skills and to examine the association between visual perception and fine motor skills in two groups. Methods This study had tablet and non-tablet groups, each with 36 typically developing preschool children. Results Children in the non-tablet group yielded significantly higher scores in the subtests of visual discrimination, visual memory, spatial relationships, form constancy, visual figure ground, fine motor precision, fine motor integration, and manual dexterity than those in the tablet group. The association between visual perception and fine motor skills demonstrated different patterns in the two groups. Conclusion There are differences in visual perception and fine motor skills between children using tablets and non-using tablets. Different patterns of association relationship support the need for occupational therapists to consider the underlying mechanism.

scholarly journals Kegiatan Meremas Koran Dalam Mengembangkan Kemampuan Motorik Halus Anak Usia Dini

2020 ◽  
Vol 2 (2) ◽  
pp. 106-113
Author(s):  
Anik Lestariningrum ◽  
Isfauzi Hadi Nugroho ◽  
Agustia Budiarti
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Motor Skills ◽  
Motor Development ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Qualitative Research Design ◽  
Assessment Techniques ◽  
Play Group ◽  
Experience Difficulty

ABSTRAK : Permasalahan yang terjadi dalam pengembangan kemampuan pada anak usia dini terkait kemampuan motorik halus  anak terkait  koordinasi jari tangan dalam kaitannyan dengan kelenturan jari tangan menyebabkan anak mengalami kesulitan dalam menggengam alat tulis serta alat makan. Untuk membantu permasalahan tersebut kegiatan bermain meremas  koran menjadi alternatif solusi pembelajarannya.    Pemanfaatkan koran bekas sebagai alternatif akan menstimulasi perkembangan motorik halus . Tujuan dari penelitian untuk memaparkan  kegiatan bermain meremas koran untuk mengembangkan kemampuan motorik halus pada anak. Desain penelitian deskriptif kualitatif dengan teknik penilaian observasi, dan dokumentasi. Subjek penelitian ini adalah anak Kelompok Bermain Ceria Desa Kudu Kecamatan Kertosono Kabupaten Nganjuk yang berjumlah 10 siswa, dari hasil penelitian diperoleh data sebanyak 8 anak mendapat predikat berkembang  sangat baik, dan 2 anak mendapat predikat mulai berkembang. Hasil penelitian ini direkomendasikan supaya kegiatan bermain meremas koran dikembangkan untuk aspek lain supaya seluruh aspek bisa berkembang dengan kegiatan beragam dan menarik. ABSTRACT : Problems that occur in developing abilities in early childhood are related to children's fine motor skills related to finger coordination in relation to finger flexibility which causes children to experience difficulty in holding stationery and eating utensils. To help with this problem, playing squeezing newspapers is analternative learning solution. Using old newspapers as an alternative will stimulate fine motor development. The purpose of this research is to describe the activity of playing squeezing newspapers to develop fine motor skills in children. Descriptive qualitative research design with assessment techniques,observation and documentation. The research instrument used was the observation and interview guidelines which were analyzed descriptively by the analysis of the Miles and Hubermen model. The subjects of this study were 10 children of the Cheerful Play Group in Kudu Village, Kertosono District, Nganjuk Regency. The results showed that 8 children received the predicate of developing very well, and 2 children received the title of starting to develop. The conclusion in this study is the activity of squeezing newspapers can develop the motor skills of early childhood.

scholarly journals ORIENTAL CALLIGRAPHY IN ART PEDAGOGY

2021 ◽  
Vol 3 ◽  
pp. 205-215
Author(s):  
Kateryna Zhukova ◽  
Nataliia Rudaya ◽  
Oksana Ozerska ◽  
Stanislav Naumenko ◽  
Olena Zub
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Motor Skills ◽  
Brain Activity ◽  
New Method ◽  
Fine Motor ◽  
Memory Training ◽  
Fine Motor Skills ◽  
Training Set ◽  
Art Pedagogy

Nowadays, the art of calligraphy is being revived. Computer typing, has largely replaced handwritten version, however it cannot develop fine motor skills, memory training, and concentration. Thus, a person does not receive a certain training set necessary for the harmonious development of brain activity. In recent years, the direction of "calligraphy therapy" has been developing, which is precisely aimed at filling the missing skills. In modern pedagogy, inclusive education comes to the fore in importance. Methods of working with people with special needs are being developed, including the direction of "art pedagogy", that is, learning through art. And it is precisely oriental (art) calligraphy (Chinese, Japanese), which is a whole philosophy and art that has developed over many centuries, that can fully meet new pedagogical tasks. The article proposes the concept of a new method of inclusive education - "art calligraphy", which can be used as one of the elements of art pedagogy for working with people with special needs. 

scholarly journals Crosstalk between Gross and Fine Motor Domains during Late Childhood: The Influence of Gross Motor Training on Fine Motor Performances in Primary School Children

2021 ◽  
Vol 18 (21) ◽  
pp. 11387
Author(s):  
Vincenzo Sorgente ◽  
Erez James Cohen ◽  
Riccardo Bravi ◽  
Diego Minciacchi
Keyword(s):  
Primary School ◽  
Motor Skills ◽  
Motor Development ◽  
Primary School Children ◽  
Fine Motor ◽  
Motor Training ◽  
Fine Motor Skills ◽  
Motor Competence ◽  
Gross Motor ◽  
Motor Practice

Gross and fine motor competence have a close relationship during development and are shown to correlate to some extent. However, the study of the interaction between these domains still requires further insights. In this study, we investigated the developmental changes in overall motor skills as well as the effects of gross motor training programs on fine motor skills in children (aged 6–11, n = 240). Fine motor skills were assessed before and after gross motor intervention using the Box and Block Test. The gross motor intervention was based on the Test of Gross Motor Development—3rd Edition. Results showed that gross and fine motor skills correlate across all years of primary school, both significantly improving with age. Finally, the gross motor intervention appeared to not influence fine motor skills. Our findings show that during primary school age, overall motor development is continuous, but non-linear. From age nine onward, there seems to be a major step-up in overall motor competence, of which teachers/educators should be aware of in order to design motor educational programs accordingly. While gross and fine motor domains might be functionally integrated to enhance children’s motor performances, further research is needed to clarify the effect of gross motor practice on fine motor performances.

scholarly journals UPAYA UNTUK MENGEMBANGKAN KETERAMPILAN MOTORIK HALUS MELALUI AKTIVITAS ORIGAMI DENGAN METODE DEMONSTRASI PADA ANAK-ANAK KELOMPOK B DI TK BINA NUSANTARA

2019 ◽  
Vol 1 (4) ◽  
pp. 1
Author(s):  
Febri Valentina ◽  
Esa Wulandari ◽  
Lenny Nuraeni
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Theoretical Basis ◽  
Qualitative Approach ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Development Concept ◽  
Group B ◽  
Descriptive Method ◽  
Education Concept

This research is based on the main problem that is about: "How to Develop fine motor skills through origami activities with demonstration method in child group B in kindergarten Bina Nusantara".Theoretical basis used in this study include: Early Childhood Concepts of Education, Concept of Motor Development, Concept Origami.Konsep Demonstration Method.The method used in this research is qualitative with descriptive method. This study intends to obtain empirical data on how to develop fine motor skills through origami activities with demonstration methods in group B children in kindergarten Bina Nusantara. The authors define the method used in this study is descriptive method with the consideration that this method is a way of research by describing events that exist in the present or that is happening, so to achieve the purpose of this study using a qualitative approach while the instrument used in this study is interviews, observations, documentation studies, and literature studies conducted to one principal, two managers, and three educators.In this action research the researcher performs the action through origami activities.

scholarly journals Fine Motor Activities Program to Promote Fine Motor Skills in a Case Study of Down’s Syndrome

2016 ◽  
Vol 8 (12) ◽  
pp. 60 ◽  
Author(s):  
Suchitporn Lersilp ◽  
Supawadee Putthinoi ◽  
Kewalin Panyo
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Down's Syndrome ◽  
Down’S Syndrome ◽  
Manual Dexterity ◽  
Assessment Tools ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Motor Activities

<p>Children with Down’s syndrome have developmental delays, particularly regarding cognitive and motor development. Fine motor skill problems are related to motor development. They have impact on occupational performances in school-age children with Down’s syndrome because they relate to participation in school activities, such as grasping, writing, and carrying out self-care duties. This study aimed to develop a fine motor activities program and to examine the efficiency of the program that promoted fine motor skills in a case study of Down’s syndrome. The case study subject was an 8 -year-old male called Kai, who had Down’s syndrome. He was a first grader in a regular school that provided classrooms for students with special needs. This study used the fine motor activities program with assessment tools, which included 3 subtests of the Bruininks-Oseretsky Test of Motor Proficiency, second edition (BOT-2) that applied to Upper-limb coordination, Fine motor precision and Manual dexterity; as well as the In-hand Manipulation Checklist, and Jamar Hand Dynamometer Grip Test. The fine motor activities program was implemented separately and consisted of 3 sessions of 45 activities per week for 5 weeks, with each session taking 45 minutes. The results showed obvious improvement of fine motor skills, including bilateral hand coordination, hand prehension, manual dexterity, in-hand manipulation, and hand muscle strength. This positive result was an example of a fine motor intervention program designed and developed for therapists and related service providers in choosing activities that enhance fine motor skills in children with Down’s syndrome.</p>

Prediction of Fine Motor Skills of Children Having Language and Speech Disorders

1988 ◽  
Vol 67 (1) ◽  
pp. 63-72 ◽  
Author(s):  
Ronald K. Sommers
Keyword(s):  
Motor Skills ◽  
Receptive Language ◽  
Speech Disorders ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Auditory Comprehension ◽  
Fine Motor Skill ◽  
Language Tests ◽  
Cas A ◽  
Fine Motor Performance

Relationships between the fine motor skills and linguistic abilities of 37 developmentally delayed children, ages 5 to 9 yr., were studied using a battery of expressive and receptive language tests, a measure of fine motor performance, a dichotic listening test, and individual intelligence tests. While IQs and MAs were not related to fine motor skills, both expressive and receptive language test scores showed moderate to moderately high correlations, the highest single relationship being the Test for the Auditory Comprehension of Language. In concert with CAs, a dichotic right-ear test score, the Auditory Comprehension Test, predicted fine motor-skill indices substantially; R = .80. Strong relationships appear between linguistic and fine motor skills in an age group not previously investigated and at higher levels than reported in studies of infants and very young children. Dichotic results were abnormal in a majority of the children.

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