An exploration into how fine motor skills are developed within a reception class to enhance pencil control

Pitt, Leearna Jane (2014) An exploration into how fine motor skills are developed within a reception class to enhance pencil control. BA dissertation, University of Portsmouth.

[img] PDF
Restricted to Registered users only

Download (1951kB)

    Abstract

    Recently many changes have occurred within the Early Years Foundation Stage (EYFS) in an attempt to raise the overall standards. These changes are expected to provide children with a broad foundation of knowledge and skills needed to be successful (DfE, 2012).
    The purpose of this dissertation was to examine one of the prime areas of learning within the EYFS, specifically the physical development aspect (DfE, 2012). The primary focus examined how fine motor skills were developed to enhance pencil control, impacting on writing skills. The range of activities, resources and equipment provided during adult-led tasks and child-initiated play used to strengthen arm, hand and finger muscles to support writing were also explored. Finally, practitioners were observed delivering the Balance, Education and Movement (BEAM) programme to identify children who have co-ordination difficulties or immature development of motor skills (Solent NHS, 2013).
    A case study approach was chosen involving six sample participants from a reception class. Quantitative data was collated from the participant’s pre-school records and formative assessments completed by the reception practitioner. Qualitative data was gathered from work-books and child-initiated tasks, with additional validation of evidence taken from observations which were carried out during motor skill activities.
    Looking at the data, the majority of participants were displaying signs of progression with their fine motor skills. This indicates that continually focussing on motor skill development will positively impact on fine motor skills and pencil control. Alternatively, it could be noted that progression could be due to maturity of age and natural progression of skills.
    It was evident that the practitioners support the children’s learning and development within the EYFS. However, some children need additional support with their physical development and this may need to continue to be addressed within year one

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Education and Childhood Studies
    Depositing User: Jane Polwin
    Date Deposited: 16 Jul 2015 15:15
    Last Modified: 16 Jul 2015 15:15
    URI: http://eprints.port.ac.uk/id/eprint/17747

    Actions (login required)

    View Item

    Document Downloads

    More statistics for this item...