The Relationship between Fine-Motor Play and Fine-Motor Skill

Autor/inn/en	Marr, Deborah; Cermak, Sharon; Cohn, Ellen S.; Henderson, Anne
Titel	The Relationship between Fine-Motor Play and Fine-Motor Skill
Quelle	In: NHSA Dialog, 7 (2004) 1, S.84-96 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-0754
Schlagwörter	Play; Disadvantaged Youth; Psychomotor Skills; Preschool Children; Comparative Analysis; Skill Development; Early Childhood Education; Preschool Teachers; Federal Programs; New York + Suchen Sie Ihr Suchwort? Spiel; Benachteiligter Jugendlicher; Psychomotorische Aktivität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kompetenzentwicklung; Qualifikationsentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erzieher; Erzieherin; Kindergärtnerin
Abstract	This study examined the relationship between free-play choices and fine-motor skill in 4-year-old children attending Head Start. Children with poor fine-motor skill were matched for age and gender with children in the same classroom that exhibited good fine-motor skill. Each pair was observed during free-play sessions to examine the degree of fine-motor challenge in their play choices. Play choices were recorded and coded as high, medium-high, medium-low, or low fine-motor challenging activities. A fine-motor challenge score was calculated based on the number of minutes in each level of challenge. A t test conducted between the fine-motor challenge score of the 2 groups was not statistically significant. No differences in the time spent in high, medium-high, medium-low, and low fine-motor challenge activities were found. Both groups spent very little time in high fine-motor challenging activities. Children in Head Start do not engage in challenging fine-motor play during free play. Children are spending a majority of free-play time in activities involving medium-low, low, and no fine-motor challenge suggesting that free play serves as a context for development of skills other than fine motor. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10