The Effects of Directed Fine Motor Activities on Kindergarten Students
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Date
2009-12
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Masters of Education
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Abstract
The purpose of this study was to determine if kindergarten students who participated in
structured fine motor activities increased their fine motor skills as compared to students
who received instruction in a regular kindergarten program with no additional activities
related to fine motor development. The intervention included fine motor activities such
as cutting, writing/drawing, and manipulation of small objects. The study consisted of
two groups of students with delayed fine motor skills. The students in each group were
identified as having fine motor delays by their classroom teacher using the Teacher
Observation of Learning, TOOL. A pre and post-test quasi-experimental design was used
to examine the effects of the intervention program on the students’ fine motor
development. The measurement used in the pre and post test was the Peabody
Developmental Motor Scales second edition, PDMS-2. Statistically significant gains in
fine motor development were noted in the intervention group’s post-test scores for both
visual motor integration and grasping. The research supported that a directed
intervention program for developing fine motor skills would make a significant impact in
students’ motor development. Further research needs to be conducted to see if the
results of this study are long lasting.