Fine Motor Activities in Head Start and Kindergarten Classrooms

Marr, Deborah; Cermak, Sharon A.; Cohn, Ellen S.; Henderson, Anne

doi:10.5014/ajot.57.5.550

Cited by 141 publications

(92 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similar to findings of other studies (see Venetsanou & Kambas, 2010), the developmental delays our study population exhibited appeared to be the result of environmental factors (i.e., low SES and cultural values and practices). Thus, practicing developmentally appropriate motor and cognitive skills may have a positive effect on children's ability to participate in various daily activities (Mansour et al, 2003;Marr et al, 2003).…”

Section: Performance and Participationmentioning

confidence: 99%

“…Similarly, Bronfenbrenner's (1979) Ecological Model of Child Development stresses that children's development is influenced by the quality of the relationships between the environment and the children. This perspective is supported by studies showing that children of low socioeconomic status (SES) had, or were at risk for, motor, cognitive, or social developmental delays affecting their school performance (Mansour et al, 2003;Marr, Cermak, Cohn, & Henderson, 2003). Studies have also shown that children from various countries and cultures differed with respect to the sequence and speed of their sensory-motor (Venetsanou & Kambas, 2010) and cognitive (Katz, Kizony, & Parush, 2002) development.…”

mentioning

confidence: 99%

“…The boys' curriculum focuses mostly on religious studies (Erhard & Erhard-Weiss, 2007) and offers few opportunities for play and physical activities. This practice often places the children at risk for developmental delays (Marr et al, 2003). Recently, as a result of studies emphasizing the importance of physical activities (Shmueli & Tamir, 2007) and changes in welfare legislation in Israel, sectors of the IUO community have been more receptive to modifying their educational curriculum and to consulting professionals who are not part of their community (Yafe, 2007).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Efficacy of an Early Intervention Program for At-Risk Preschool Boys: A Two-Group Control Study

Golos

Sarid

Weill

et al. 2011

The American Journal of Occupational Therapy

View full text Add to dashboard Cite

OBJECTIVE. We report the results of a preschool-based multidisciplinary intervention program.METHOD. This study took place in two educational settings and included 81 preschool boys from unique cultural backgrounds and of low social economic status (SES). The settings were randomly assigned to an intervention or control group. In the intervention group, boys identified as at risk for or with developmental delays received 8 mo. of intervention through a monitoring model. Additionally, a collaborative consultation model was used with all participants. Performance skills (visual-motor integration, motor, and cognitive) and performance and participation in preschool activities were evaluated at pretest and posttest.RESULTS. At termination of intervention, all children in the intervention group scored significantly better than control children on most performance skills and more fully participated in preschool activities.

show abstract

Section: Performance and Participationmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Efficacy of an Early Intervention Program for At-Risk Preschool Boys: A Two-Group Control Study

Golos

Sarid

Weill

et al. 2011

The American Journal of Occupational Therapy

View full text Add to dashboard Cite

show abstract

“…Through the use of a dextrous grasp, the manipulation of objects and the enabling of multiple tool functions, the child can engage in play, self-care and school occupations (Henderson and Pehoski, 1995). Marr et al (2003) found that children in kindergarten spend nearly one half (46%) of their in-class time in some type of fine motor activity.…”

Section: Introductionmentioning

confidence: 99%

Reliability and validity of the fine motor scale of the Peabody Developmental Motor Scales–2

Hartingsveldt

Cup

Oostendorp

2005

Occupation Therapy Intl

View full text Add to dashboard Cite

This study examined the test-retest reliability, inter-rater reliability, convergent validity and discriminant validity of the Fine Motor Scale of the Peabody Developmental Motor Scales-second edition (PDMS-FM-2). Participants included two groups of 18 children between the ages of 4 and 5 years with and without mild fine motor problems. The PDMS-FM-2 was administered twice to 12 children and rated by two occupational therapists. The PDMS-FM-2 results were compared with scores on the Movement Assessment Battery for Children (M-ABC). In addition, the scores of the children with and without fine motor problems were compared. For the test-retest reliability and the inter-rater reliability, correlation coefficients varied from r = 0.84 to r = 0.99. These results suggest that PDMS-FM-2 has excellent test-retest and inter-rater reliability. Convergent validity with the fine motor section of the M-ABC and discriminant validity have been confirmed. Only 39% of the children in the group with problems in fine motor activities had fine motor problems according to the PDMS-FM-2. This finding seems to indicate that the PDMS-FM-2 may not be sensitive enough for this population.

show abstract

“…According to the researches, 30-60% of pre-school and primary school children spend 30-60% of their time at school with kinesthetic or fine motor activities, most often with writing (Marr, Cermak, Cohn & Henderson, 2003;McHale & Cermak, 1992). Handwriting, as a multifaceted perceptualmotor skill, is dependent on the development and integration of the individual's cognitive, perceptual and motor skill (Feder & Majnemer, 2007;Hamstra-Bletz & Blote, 1993).…”

Section: Developmental Stages Of Handwriting In Childrenmentioning

confidence: 99%

Termination of the teaching of the Continuous Cursive Handwriting in Schools

Taneri¹,

Akduman²

2018

IIR

View full text Add to dashboard Cite

Handwriting is a skill that is a requirement for all individuals, however, there is a deep and decisive debate about whether or not the cursive handwriting is necessary in this era of technological innovations. While the necessity of compulsory cursive handwriting education is generally addressed by educators and politicians, there is no consensus on it, and the opinions of the people with interest or concern in education (e.g. teachers, students and parents) are not so often asked. For this reason, the aim of this study is to reveal the views of teachers, students and parents on the cursive handwriting education. 57 classroom teachers, 230 primary school fourth grade students and 14 parents participated in the study from four public primary schools in Ankara. Data were collected using 'Personal Information Form', 'Cursive Handwriting Education Attitude Scale', 'Parent Questionnaire' and 'Student Questionnaire'. Quantitative data were analyzed using descriptive statistics techniques and qualitative data were analyzed by content analysis. According to the findings of the study, teachers and parents are not satisfied with the use of cursive handwriting. While teachers indicated that they would prefer print letters instruction if they had given a chance to choose. Parents affirmed that they could not give support to their children during their writing education. On 184the other hand, most of the students stated that they had difficulty in reading even their own handwritings, although most of them declared that they like to write with the cursive handwriting.

show abstract

Fine Motor Activities in Head Start and Kindergarten Classrooms

Cited by 141 publications

References 9 publications

Efficacy of an Early Intervention Program for At-Risk Preschool Boys: A Two-Group Control Study

Efficacy of an Early Intervention Program for At-Risk Preschool Boys: A Two-Group Control Study

Reliability and validity of the fine motor scale of the Peabody Developmental Motor Scales–2

Termination of the teaching of the Continuous Cursive Handwriting in Schools

Contact Info

Product

Resources

About