المهارات الحركية الدقيقة وعلاقتها بالاستعداد المدرسي في القراءة والكتابة والرياضيات لأطفال ما قبل المدرسة

المؤلفون

  • Fatmh Alsofiany College of Education, Taif University, Suadi Arabia
  • Sama Khomais Faculty of Educational Graduate Studies, King Abdulaziz University, Saudi Arabia

الكلمات المفتاحية:

المهارات الحركية الدقيقة، الاستعداد المدرسي، الاستعداد للتعلم، الاستعداد للقراءة، الاستعداد للكتابة، الاستعداد للرياضيات، أطفال ما قبل المدرسة

الملخص

تهدف الدراسة إلى الكشف عن علاقة المهارات الحركية الدقيقة بالاستعداد المدرسي في مجال القراءة والكتابة والرياضيات لدى أطفال ما قبل المدرسة بمدينة الطائف بالمملكة العربية السعودية. وقد جرى استخدام المنهج الوصفي الارتباطي لملائمته لأهداف الدراسة؛ حيث طبّق الاختبار الفرعي السابع: التحكم الحركي البصري، والثامن: سرعة وخفة الطرف العلوي من مقياس الكفاءة الحركية (BOTMP)، ومقياس الاستعداد المدرسي لمجالات: القراءة، والكتابة، والرياضيات. تكونت العينة العشوائية العنقودية للدراسة من (120) طفلًا من أطفال المرحلة التمهيدية بمتوسط عمر (5) سنوات و(9) شهور. خلصت نتائج الدراسةإلى وجود علاقة بين المهارات الحركية الدقيقة والاستعداد المدرسي؛ حيث أظهرت النتائج وجود علاقة طردية قوية بين المهارات الحركية الدقيقة والقراءة، وفسرت المهارات الحركية الدقيقة التغير الحاصل في القراءة بنسبة (66.5%)، ووجود علاقة طردية متوسطة بين المهارات الحركية الدقيقة والكتابة، وفسرت المهارات الحركية الدقيقة التغير الحاصل في الكتابة بنسبة (42%) ، وأخيرًا وجود علاقة طردية قوية بين المهارات الحركية الدقيقة والرياضيات، وفسرت المهارات الحركية الدقيقة التغير الحاصل في الرياضيات بنسبة (53.2%). وفي ضوء النتائج أوصت الدراسة ضرورة إتاحة فرص النشاطات اليدوية بغرض إتقان الأطفال لمهاراتهم الحركية الدقيقة، وإجراء بحوث تتناول المهارات الحركية الدقيقة كعامل منبئ بالنجاح الأكاديمي في المدرسة.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

المراجع

Abd Elsamud, T. F. (2002). Kinematics Analysis Study for Some of Motor Proficiency Types for Children Aged 4 – 6. Assuit University Faculty of physical Education, 613 (7).

Adolph, K. E., & Franchak, J. M. (2017). The development of motor behavior. Wiley interdisciplinary reviews, Cognitive science, 8, 1-2. https://dx.doi.org/10.1002%2Fwcs.1430

Akin, S. (2019). Fine Motor Skills, Writing Skills and Physical Education Based Assistive Intervention Program in Children at Grade 1. Asian Journal of Education and Training, 5(4), 518-525.

Aledoan A. H. (2018). Developing language readiness among preschool children, using linguistic games and story strategies. Dirasat: Educational Sciences, 45(4), 466-484.

Al-Issawi, S. (2015). Theories that explain slow learning. Retrieved from: http://www.uobabylon.edu.iq/uobColeges/lecture.aspx?fid=11&lcid=45670 (in Arabic)

Al-Masaeed, M. A., & Al-Khreisha, S. F. (2012). Classroom management. Amman: Dar Al-Hamid for Publishing and Distribution.

Andres, M., Michaux, N., & Pesenti, M. (2012). Common substrate for mental arithmetic and finger representation in the parietal cortex. Neuroimage, 62(3), 1520-1528.

Ba-Amir, M. (2005). Developing a Scale for Assessing School Readiness of Children at Risk of School Failure in the City of Jeddah-Saudi Arabia. Unpublished master’s thesis, King Abdulaziz University.

Bala, G., Krneta, Z., & Katić, R. (2010). Effects of kindergarten period on school readiness and motor abilities. Collegium Antropologicum, 34(1), 61–67.

Barnett, L. M., Lubans, D. R., Timperio, A., Salmon, J., & Ridgers, N. D. (2018). What is the Contribution of Actual Motor Skill, Fitness, and Physical Activity to Children’s Self-Perception of Motor Competence?. Journal of Motor Learning & Development, 6(2), 461-473.

Bates, T. (2007). Technology, e-learning and distance education. Riyadh: Obeikan Research and Development.

Beaty, J. J. (2014). Preschool Appropriate Practices: Environment, Curriculum, and Development. (4th Ed.). Wadswort: Cengage Learning.

Becker, D. R., Miao, A., Duncan, R., & McClelland, M. M. (2014). Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 29(4), 411–424.

Bekker, B. M. (2014). A Comparison between five and six year old grade 1 children regarding their readiness for acquiring handwriting skills. Unpublished doctoral dissertation, University of Pretoria.

Brown, T., & Link, J. (2015). The association between measures of visual perception, visual-motor integration, and in-hand manipulation skills of school-age children and their manuscript handwriting speed. British Journal of Occupational Therapy, 79(3), 163–171. https://doi.org/10.1177/0308022615600179

Bullard, J. (2009). Creating Environments for Learning: Birth to Age Eight. New York: Prentice Hall.

Cacola, P., Getchell, N., Srinivasan, D., Alexandrakis, G., & Liu, H (2018). Cortical activity in fine-motor tasks in children with Developmental Coordination Disorder: A preliminary fNIRS study. International Journal of Developmental Neuroscience, 65, 83-90. http://doi.org/10.1016/j.ijdevneu.2017.11.001

Cameron, C. E. (2018). Hands On, Minds On: How Executive Function, Motor, and Spatial Skills Foster School Readiness. New York: teachers College Press.

Cuffaro, M. (2011). Fine Motor Skills. In: Goldstein S., Naglieri J.A. (eds) Encyclopedia of Child Behavior and Development, Boston, MA: Springer, 60-162.

Dakhl Allah, Y. (2015). Learning and its theories. Beirut: Scientific Books House. (in Arabic)

Drifte, C. (2014). Early learning goals for children with special needs: learning through play. (2nd Ed.). London and New York: Routledge.

Fang, Y., Wang, J., Zhang, Y., & Qin, J. (2017). The Relationship of Motor Coordination, Visual Perception, and Executive Function to the Development of 4-6-Year-Old Chinese Preschoolers' Visual Motor Integration Skills. BioMed Research International, 1-8. ID 6264254. Retrieved from https://doi.org/10.1155/2017/6264254

Fischer, U., Suggate, S. P., Schmirl, J., & Stoeger, H. (2017). Counting on fine motor skills: links between preschool finger dexterity and numerical skills. Developmental Science, 21(4), e12623. https://doi.org/10.1111/desc.12623

Gullo, D. F. (2017). A structural model of early indicators of school readiness among children of poverty. Journal of Children and Poverty, 24(1), 3-24. https://doi.org/10.1080/10796126.2017.1401899

Hamdan, M. Z. (2015). Management of learning and achievement in family and school. Damascus: Modern Education Publishing House.

Hamzeh, M. A., & Al-Oulimat A. M. (2019). The effectiveness of a program based on kinetic activities in developing some geometry concepts among kindergarten children in Amman. Dirasat: Educational Sciences, 46(2), 338-351. https://journals.ju.edu.jo/DirasatEdu/article/view/15853/10197

Hardeman, M. M. (2013). Linking Brain Research to Effective Teaching: The Brain-Oriented Teaching Model. Cairo: The University Publishing House.

Hashim, S. F. (2016). Fine motor skills of kindergarten children. College of Education for Women Journal, 27 (5), 1626-1641.

Hassanein, I. E. (2015). Media ethics and laws. Cairo: Taiba for publication and distribution.

King Abdulaziz Center for National Dialogue (2017). Saudi children use smart devices and electronic games. Retrieved from: https://www.kacnd.org/News/NewsDetails/1391

Kinkead-Clark, Z. (2015). Ready for big school’: making the transition to primary school – a Jamaican perspective. International Journal of Early Years Education, 23(1), 67–82. https://doi.org/10.1080/09669760.2014.999027

Lemelin, J. P., Boivine, M., Seguin, J. R., Forget-Dubois, N., Dionne, G., Brendgen, M., Vitaro, F., Tremblay, R. E., and Perusse, D. (2007). The Genetic-Environmental Etiology of Cognitive School Readiness and Later Academic Achievement in Early Childhood. Child Development, 78(6), 1855-1869. https://doi.org/10.1111/j.1467-8624.2007.01103.x

Libertus, K., & Hauf, P. (2017). Motor skills and their foundational role for perceptual, social, and cognitive development. Frontiers in Psychology, 8, 301. https://doi.org/10.3389/fpsyg.2017.00301

MacDonald, M., Lipscomb, S., McClelland, M. M., Duncan, R., Becker, D., Anderson, K., & Kile, M. (2016). Relations of preschoolers' visual-motor and object manipulation skills with executive function and social behavior. Research Quarterly for Exercise and Sport, 87(4), 396-407. https://doi.org/10.1080/02701367.2016.1229862

McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M.C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28, 314–324. https://doi.org/10.1016/j.ecresq.2012.07.008

Miller, G. A. (2014). Classroom Preparation, Readiness, + Strategies. Waynesboro, PA: place of learning.

Ministry of education (2018). General Administration for Early Childhood. Retrieved from: https://departments.moe.gov.sa/EducationAgency/RelatedDepartments/Kindergarten/Pages/default.aspx (in Arabic)

Nobre, G. C., Valentini, N. C., & Nobre, F. S. S. (2018). Motor and school performance, self-perception of competence and nutritional status of children across ages: The role of social vulnerability on child development. Journal of Physical Education and Sport, 18(3), 1478-1487. http://doi.org /10.7752/jpes.2018.03218

Oberer, N., Gashaj, V., and Roebers, C. M. (2017). Motor skills in kindergarten: Internal structure, cognitive correlates and relationships to background variables. Human Movement Science, 52, 170-180.

Omar, A. M. A. (2008). A Dictionary of Contemporary Arabic. Cairo: The World of Books.

Pitchford, N., J., Papini, C., Outhwaite, L., A., & Gulliford A. (2016). Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years. Frontiers in Psychology, 7, 13-23.

Puccioni, J. (2015). Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories. The Journal of Educational Research, 108 (2), 130-147. https://doi.org/10.1080/00220671.2013.850399

Roebers, C. M., Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Jäger, K. (2014). The relation between cognitive and motor performance and their relevance for children’s transition to school: A latent variable approach. Human Movement Science, 33(1), 284–297. https://doi.org/10.1016/j.humov.2013.08.011

Ruiz, L. M., & Linaza J. L. (2015). Motor Skills, Motor Competence and Children: Bruner’s Ideas in the Era of Embodiment Cognition and Action. In: Marsico G. (eds) Jerome S. Bruner. Cultural Psychology of Education. Cham: Springer.

Rule, A. C., Smith, L. L. (2018). Fine Motor Skills, Executive Function and Academic Achievement. In H. Brewer & M. R. Jalongo (Eds), Physical Activity and Health Promotion in the Early Years Effective Strategies for Early Childhood Educators. Retrieved from https://doi.org/10.1007/978-3-319-76006-3.

Savelsbergh, G. J. P. (2005). Discovery of motor development: A tribute to Esther Thelen. The Behavior Analyst Today, 6(4), 243-248. http://dx.doi.org/10.1037/h0100074

Zghoul, I. (2012). Learning theories. Amman: Dar Al-Shorouk for Publishing and Distribution.

Zhang, L., Sun, J., Richards, B., Davidson, K., & Rao, N. (2018). Motor Skills and Executive Function Contribute to Early Achievement in East Asia and the Pacific. Early Education and Development, 29(8), 1061-1080. https://doi.org/10.1080/10409289.2018.1510204

التنزيلات

منشور

2021-03-01

كيفية الاقتباس

Alsofiany, F. ., & Khomais, S. . (2021). المهارات الحركية الدقيقة وعلاقتها بالاستعداد المدرسي في القراءة والكتابة والرياضيات لأطفال ما قبل المدرسة. دراسات: العلوم التربوية, 48(1), 373–388. استرجع في من https://dsr.ju.edu.jo/djournals/index.php/Edu/article/view/2603

إصدار

القسم

Articles