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

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

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>

scholarly journals The Use of Play and Inquiry in a Kindergarten Drama Centre: A Teacher’s Critical Reflection

2013 ◽  
Vol 38 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Laura Hope-Southcott
Keyword(s):  
Motor Skills ◽  
Classroom Environment ◽  
Critical Reflection ◽  
New Ideas ◽  
Kindergarten Classroom ◽  
The Impact ◽  
Children's Development ◽  
Successes And Challenges ◽  
Children’S Development

The kindergarten drama centre is a place where children recreate familiar play scenarios, explore new ideas and feelings, and engage deeply in learning (Schwartz & Copeland, 2010). Miller and Almon (2009) suggest that play is crucial to children’s development. However, play is often contested as parents question its relevance atschool (Ashiabi, 2007) and schools focus on academic achievementand readiness (Bodrova & Leong, 2003; Miller & Almon, 2009). Thispaper explores the author’s learning through reflecting on the successes and challenges of a bakery centre createdin her kindergarten classroom. The bakery became an excellent vehicle for strengthening students’ literacy and motor skills through play, but the impact varied greatly across students in the class. Further, assessment and planning enhancements to the bakery were significantly restricted by constraints on the time and attention the author could devote to them due to the dynamic classroom environment. The bakery also led to a rethinking of the learning agenda in the classroom.

Close to the Edge: Imagining Climbing in Southeast Queensland

2000 ◽  
Vol 7 (2) ◽  
pp. 67-83 ◽  
Author(s):  
Michael Meadows ◽  
Robert Thomson ◽  
Wendy Stewart
Keyword(s):  
Young Athletes ◽  
Prize Money ◽  
Winter Olympics ◽  
Climbing Wall ◽  
Artificial Hand ◽  
Southeast Queensland ◽  
Indoor Climbing

In 1992, the Climbing World Finals event in Birmingham attracted around 5,000 spectators to watch 24 males and 16 females compete in two separate competitions for prize money. In this entertainment spectacular, super-fit young athletes climbed walls using artificial hand and footholds, racing against the clock to determine who would claim the title of the world's ‘best’ climber. In the same year, climbing appeared as a demonstration sport at the Albertville Winter Olympics. And also in the same year, the first indoor climbing gymnasium in Australia opened its climbing wall. There are now around 80 operating around the country under the auspices of the Australian Indoor Climbing Gyms Association Incorporated.

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

2007 ◽  
Vol 105 (1) ◽  
pp. 261-264 ◽  
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.

scholarly journals PENGETAHUAN IBU TENTANG PERKEMBANGAN ANAK DENGAN PERKEMBANGAN MOTORIK KASAR DAN HALUS PADA ANAK USIA 4 – 5 TAHUN

2019 ◽  
Vol 12 (4) ◽  
pp. 253-264
Author(s):  
Desi Kumalasari ◽  
Desi Setia Wati
Keyword(s):  
Motor Skills ◽  
Growth And Development ◽  
Skills Development ◽  
Fine Motor ◽  
P Value ◽  
Fine Motor Skills ◽  
Cross Sectional ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Children's Development

KNOWLEDGE AMONG MOTHERS OF  PRESCHOOL CHILDREN IN MOTOR DEVELOPMENTBackground: Motorskill development is the development of physical movement control through coordinated central nerve and muscle activities. Motor skilldevelopment is divided into two, gross motor skills and fine motor skills. Gross motor skills involve large parts of the body, such as: walking, jumping, running and so on. Smaller groups of muscle movements are called fine motor skills, such as: writing, drawing, wearing scissors, and so on. One factor that influence children's development is mother's knowledge. Mothers who have good knowledge will tend to pay attention and stimulate their children’s development.Purpose: The purpose of this research is to determine the relations of mothers’ knowledge about children’s growth and development with gross and fine motor skills development of children aged 4-5 years old in Pesawaran Lampung Kindergarten in 2018.Methods: The design used in this research is analytic by using a cross sectional approach. The population in this research were all mothers with children aged 4-5 years old at Pesawaran Lampung Kindergarten, with a sample of 58 people, while sampling techniques were taken using the total population method. The analysis of the research uses univariate and bivariate analysis which use the chi-square test.Results: The results of this research are there is no relationship between mothers’ knowledge about children’s development and growth with gross motor skills development (p-value = 0.622) and fine motor skills development (p-value = 0.614) of children aged 4-5 years old at Pesawaran Lampung Kindergarten in 2018.Conclution: There is no relationship between maternal knowledge about the development of children with gross motoric and fine motor development of children 4-5 years in Pesawaran Lampung kindergarten in 2018. It is expected that parents can find sources information about the children’s growth and development, so parents can provide stimulation of children’s motor skills development.Latar Belakang: Menurut WHO (2014), diperkirakan 5-10% anak mengalami keterlambatan perkembangan. Diperkirakan sekitar 1–3% khusus pada anak dibawah usia 5 tahun di Indonesia mengalami keterlambatan perkembangan umum yang meliputi perkembangan motorik, bahasa, sosio–emosional, dan kognitif (Kemenkes, 2016). Perkembangan motorik merupakan perkembangan pengendalian gerakan jasmaniah melalui kegiatan pusat syaraf dan otot yang terkoordinasi.Perkembangan motorik terbagi menjadi dua yaitu motorik kasar dan motorik halus Salah satu faktor yang dapat mempengaruhi perkembangan anak adalah pengetahuan ibu. Ibu yang berpengetahuan baik maka akan cenderung untuk memperhatikan dan menstimulasi perkembangan anak terutama perkembangan anak.Tujuan: untuk mengetahui hubungan pengetahuan ibu tentang perkembangan anak dengan perkembangan motorik kasar dan halus anak usia 4-5 tahun di TK Pesawaran, Lampung tahun 2018.Metode: Desain yang digunakan dalam penelitian ini adalah analitik dengan menggunakan metode pendekatan cross sectional.  Populasi dalam penelitian ini adalah semua ibu dengan anak usia 4 – 5 tahun di TK  Pesawaran, Lampung dengan jumlah sampel sebanyak 58 orang, sedangkang teknik sampling yang diambil dengan menggunakan metode total populasi. Analisis yang digunakan univariat dan bivariat menggunakan uji chi-square.Hasil: penelitian ini menyatakan bahwa tidak ada hubungan antara pengetahuan ibu tentang perkembangan anak dengan perkembangan motorik kasar (nilai p-value 0,622) dan motorik halus (nilai p-value 0,614) anak usia 4-5 tahun di TK  Pesawaran, Lampung tahun 2018.Kesimpulan: Tidak ada hubungan pengetahuan ibu tentang perkembangan anak dengan perkembangan motorik kasar dan motorik halus anak usia 4-5 tahun di TK  Pesawaran, Lampung tahun 2018. Diaharapkan para orang tua dapat mencari sumber informasi tentang tumbuh kembang anak, sehingga orang tua mampu memberikan stimulasi perkembangan motorik anak.

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

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

MENINGKATKAN MOTORIK HALUS PADA ANAK USIA 4-6 TAHUN

DEVOSI ◽  
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

Innovative force sensor for indoor climbing holds – real-time measurements and data processing, design and validation

2020 ◽  
Vol 234 (4) ◽  
pp. 298-311
Author(s):  
Daniela Maffiodo ◽  
Raffaella Sesana ◽  
Stefano Gabetti ◽  
Alessandro Colombo
Keyword(s):  
Processing System ◽  
Force Sensor ◽  
Strain Gauges ◽  
Sensor Design ◽  
Experimental Calibration ◽  
Load Cells ◽  
Applied Forces ◽  
Climbing Wall ◽  
Force Components ◽  
Indoor Climbing

In this article, a system to measure the evolution of load in time and space during indoor climbing is described. The system is based on a set of dedicated multiaxial load cells, which measure the load on each hold of an indoor climbing wall. When the climber hangs on a hold, the load signal is read and sent to a digital acquisition and processing system. Sensor design allows for measurement of the force components applied to the climbing holds, regardless of the application point of the force on the hold. Local deformations were measured through strain gauges. Based on the electrical configuration of the strain gauges, the values of the applied forces can be computed, making the contributions to the deformation due to bending moments and torsion negligible. The sensor was designed, assuming a maximum applicable load of 200 kg without plastic deformation. The design process was based on both analytical and finite element method analyses. An experimental calibration and testing campaign was performed to validate the sensor design.

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