Poster Presentation

Paper ID : 1632-SSRC

دانشگاه تهران

Children in preschool are at an optimal time for the development of gross and fine motor skills.The Children need to school readiness in order to benefit optimally from the educational activities offered in the school setting. Academic readiness is a term that refers to a child's readiness to optimally use the educational activities provided in the school environment. In this study were investigated the effect of three motor intervention programs (gross, fine, and gross-fine) on school readiness in 80 children from selected kindergarden in Tehran city (age: 59/42±9/36month) who presented below average in school readiness scores. From these participants three experimental (n=60) and a control group (n=20) were randomly selected. The experimental groups participated in a 12 week gross, fine, fine-gross motor skills interventions program of three 45 minutes sessions per week. The First step test was used to measure the school readiness of the participants. Mixed ANOVA with repeated measures and LSD post hoc test was used to analyze effects of motor intervention programs (P<0.05). The resulting pretest-posttest scores showed a statistically difference in the experimental and control groups in school readiness (P=0.026). The results of post hoc test LSD showed that there are significant difference between fine and gross-fine intervention program groups with control group in school readiness (p=0.017 ,p=0.005). So fine motor intervention program both alone and combining with gross motor skills cause to improve school readiness in pre-school children. This study suggested that kindergartens and pre-schools teachers must be used targeted motor skills that included fine and gross motor skills to improve school readiness in children before formal schooling.

Intervention program; Fine skills; Gross Skills; School readiness