Graphomotor Skills of Greek Kindergarten and Elementary School Children: Effect of a Fine Motor Intervention Program

Spanaki, Irene E.; Venetsanou, Fotini; Evaggelinou, Christina; Skordilis, Emmanouil

doi:10.2466/01.09.it.3.2

Cited by 8 publications

(5 citation statements)

References 25 publications

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“…Furthermore, graphomotor skills imply an ordered sequence of motor movements, finger dexterity, and wrist extension [ 40 ]. These are related to important daily skills, such as drawing and writing, as precursors of academic achievement [ 41 ]. Future research could adopt a longitudinal design and re-evaluate these children in their motor abilities along several steps in order to understand the possible changes over time and the possible presence of other academic achievement and physical functioning delays.…”

Section: Discussionmentioning

confidence: 99%

Motor skill delays in pre-school children with leukemia one year after treatment: Hematopoietic stem cell transplantation therapy as an important risk factor

et al. 2017

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CNS-directed therapies for the treatment of leukemia can adversely affect the acquisition of new skills, such as reading/writing and math. Two years after the end of treatments, children show gross and fine motor skill delays that may persist even when patients are considered healed. The goal of the present study was to assess motor skills difficulties in pre-school children with leukemia one year after treatment. Particular attention has been paid to those patients who had undergone Hematopoietic Stem Cell Transplantation (HSCT) and to the relationship between motor delays and age bands. Participants were 60 children (median age of 5; inter quartile range: 3.07–5.76), including 31 females and 29 males, 91.7% of them were affected by acute lymphoblastic leukemia (ALL), and 8.3% by acute myeloid leukemia (AML). Five children had undergone HCST. Parents were interviewed by Vineland Adaptive Behavior Scales (VABS) on children’s motor skills and filled in the Italian Temperament Questionnaire (QUIT). VABS’s total scores were converted into equivalent mental age scores (EMA). A score difference of at least three months between current age and equivalent mental age was considered a developmental delay. Non-parametric analyses were run to understand if HSCT treatment and a specific age band influence children’s motor skills. Significant delays were found in global motor skills (56.7%) as well as in fine and gross motor domains. Mann Whitney U tests showed that children with HSCT were reported to have lower gross motor mean ranks (U = 62; p = 0.004; Mean rank = 15.40) than peers without HSCT (Mean rank = 31.87) and lower mean rank values on motor temperament scale (U = 9; p = 0.003; HSCT Mean rank = 4.75 versus no HSCT Mean rank = 27.81). Kruskal Wallis’ tests identified the high risk treatment showing that HSCT experience negatively impacted the motor skills and temperamental motor activity of pre-school children one year after the diagnosis of leukemia.

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Section: Discussionmentioning

confidence: 99%

Motor skill delays in pre-school children with leukemia one year after treatment: Hematopoietic stem cell transplantation therapy as an important risk factor

et al. 2017

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“…Development of motor skills in early childhood requires motivation from adults and this can be achieved through various media. [5] as stated by Semoglou early childhood education stimulated by appropriate media is helpful in the development of motor skills. The development of motor skills as early as possible through activities such as playing is helpful in achieving optimal development [7].…”

Section: Introductionmentioning

confidence: 95%

Differences of Influence of Playing Playdough and Puzzles on Fine Motor Skills and Logical-Mathematical Intelligence in Early Childhood

Sutapa¹,

Prasetyo²,

Arjuna³

et al. 2018

Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1s

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playing at a tender age is part of life as playing could be a means of education. The purpose of this research is to determine the effect of playdough games and puzzles on fine motor skills and logical-mathematical intelligence in early childhood. The specimen in this study were children of Tunas Melati Kindergarten in Sleman regency 50 children were used for this experiment. The data was analyzed using a two -way ANOVA with significance level of 5%. The results showed that (1) there was a significant effect of the playdough games and puzzles on fine motor skills with P < 0.05, (2) there was a significant effect of playdough and puzzles on logicalmathematical intelligence with P < 0.05, and (3) playdough had more influence on fine motor skills while puzzles had more influence on logical-mathematical intelligence with P < 0.05. it was concluded that playdough and puzzles both influenced the improvement of fine motor skills and logical-mathematical intelligence but playdough had a greater influence on fine motor skills while puzzles had a greater influence on logicalmathematical intelligence.

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“…Also, the PE has a strong focus for developing metacognition, emotional skills and psychosocial enjoyment in the teaching and learning process (Quennerstedt, 2019;Wang et al, 2022). Emphasizing these assumptions, other investigations have shown the benefits of PE for the development of the student's metacognition, motor proficiency in motor performance skills, and emotional physical benefits lifelong physical activity (PA) (Costa et al, 2015;Sortwell et al, 2022;Spanaki et al, 2016). Also, children and youth who have greater motor skills (i.e., such as muscle strength and power), are better prepared to develop motor performance skills that enhance the learning of different sports (Branquinho et al, 2022;Ferraz et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Using Gamification in Teaching Physical Education: A survey review

Ferraz,

Ribeiro,

R. Alves

et al. 2024

Monten. J. Sports Sci. Med.

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Nowadays, the determining role that Physical Education (PE) assumes for cognitive, psychomotor and affective development is widely accepted. Even so, several investigations continue to report the difficulty in motivating children to be involved and participate in PE classes through traditional teaching methods. Thus, to combat this scourge, gamification has been suggested as a useful tool to increase students’ motivation to practice PE. Based on these considerations, the main objective of this survey review was to critically analyze the potential impact of using gamification in PE classes. The Preferred Reporting Items for Systematic reviews and Meta-Analyses literature search extension (PRISMA-S) guidelines were advised for this survey review. After searching procedures, 68 articles remained for analysis. Traditional teaching models can be applied by using the direct instruction model, and teaching dominated approaches. By contrast, nowadays physical education and sports education have been based on game-based models. From this, gamification strategies seem to be valid and efficient as a contribute to the previous ones, applying game elements, mechanics, and principles to non-game contexts to enhance engagement and intrinsic motivation. Thus, gamification models extend to as fundamental element the theory of self-determination expressed by theory of gamified learning, dynamical model for gamification of learning, goal-access-feedback-challenge-collaboration, gamification, and virtual gamification. This investigation allows us to conclude that the inclusion of gamification in PE classes seems to translate into an increase in motivation in children and youth. For this reason the introduction of technology in classes seems to be a key factor to increase sports participation, regular physical activity and improve motor learning and control.

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Graphomotor Skills of Greek Kindergarten and Elementary School Children: Effect of a Fine Motor Intervention Program

Cited by 8 publications

References 25 publications

Motor skill delays in pre-school children with leukemia one year after treatment: Hematopoietic stem cell transplantation therapy as an important risk factor

Motor skill delays in pre-school children with leukemia one year after treatment: Hematopoietic stem cell transplantation therapy as an important risk factor

Differences of Influence of Playing Playdough and Puzzles on Fine Motor Skills and Logical-Mathematical Intelligence in Early Childhood

Using Gamification in Teaching Physical Education: A survey review

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