The effect of playing playdough and collage on improving fine motor skills in early childhood in terms of independence
DOI:
https://doi.org/10.47197/retos.v51.101396Keywords:
playdough, collage, independence, fine motorAbstract
Early childhood needs to get stimulation of fine motor skills, but most play models train gross motor skills. This study aims to find out: (1) the difference in the effect of playdough and collage play models on improving fine motor skills in early childhood. (2) the difference in the effect between high and low independence on improving fine motor skills in early childhood. (3) The interaction between playdough and collage playing models is viewed from the aspect of independence to improve early childhood fine motor skills. This type of research is an experiment using a 2 x 2 factorial design. The population in this study was 38 Yogyakarta National Kindergarten children. The sample in this study amounted to 20 children taken using purposive sampling criteria (1) specific children aged 5-6 years, (2) children who are actively attending school, (3) children who are not sick, (4) willing to follow the learning process (5) Able to follow all learning model programs that have been prepared, then ordinal pairing is carried out to divide each group. The instruments used to measure fine motor use are (1) pattern thickening test, (2) coloring test, (3) Patterning test (4) scissors test, (5) bead crocheting test with string thread. The data analysis technique used is ANOVA two-way. Among early childhood, playdough play models outperform collage play models with a high level of independence. Conversely, collage play models are better than playdough play models in improving fine motor skills in early childhood with low levels of independence. Children who have high independence are higher (good) than children who have low independence, with an average posttest difference of 2.1. There is an interaction between the playdough playing model and collage playing in terms of independence (high and low) to improve fine motor skills in early childhood, with an F value of 93.633 and a significance value of p 0.000 (< 0.05). With the results of this study can consider in determining the type of play model for early childhood. However, future research may be suggested to reconfirm these findings.
Key Words: playdough, collage, independence, fine motor
References
Aisah, A. N. (2019). Hubungan Kemandirian Belajar dengan Hasil Belajar Anak Usia Dini Daripada Aspek Perkembangan Fisik Motorik. JAPRA (Jurnal Pendidikan Raudhatul Athfal), 2(1), 74–82.
Bakken, L., Brown, N., & Downing, B. (2017). Early childhood education: The long-term benefits. Journal of Research in Childhood Education, 31(2), 255–269.
Burnard, P., Colucci-Gray, L., & Cooke, C. (2022). Transdisciplinarity: Re-visioning how sciences and arts together can enact democratizing creative educational experiences. Review of Research in Education, 46(1), 166–197. https://doi.org/10.3102/0091732X221084323
Chairilsyah, D. (2019). Analisis kemandirian anak usia dini. PAUD Lectura: Jurnal Pendidikan Anak Usia Dini, 3(01), 88–98.
Chen, K. J., Gao, S. S., Duangthip, D., Lo, E. C. M., & Chu, C. H. (2019). Prevalence of early childhood caries among 5‐year‐old children: a systematic review. Journal of Investigative and Clinical Dentistry, 10(1), e12376.
Colombo-Dougovito, A. M., & Block, M. E. (2019). Fundamental motor skill interventions for children and adolescents on the autism spectrum: A literature review. Review Journal of Autism and Developmental Disorders, 6, 159–171. https://doi.org/10.1007/s40489-019-00161-2
Concha-Cisternas, Y., Bravo-Bravo, J., Contreras-Torres, E., & Riveros-Brito, J. (2023). Efectos de un programa de juego motor estructurado sobre la autoeficacia motriz y componentes de la condición física en escolares (Effects of a structured motor game program on motor self-efficacy and components of physical fitness in schoolchildren). Retos, 49, 435–441. https://doi.org/10.47197/retos.v49.97753
Coves, A., Caballero, C., & Moreno, F. J. (2020). Relationship between kinematic variability and performance in basketball free-throw. International Journal of Performance Analysis in Sport, 20(6), 931–941. https://doi.org/10.1080/24748668.2020.1820172
Darweesh, M. E., Elsady, S. R., Reifaie, N. A., & Sidhom, R. M. (2020). Dysgraphia: evaluating an Arabic training program for remediation of Egyptian dysgraphic children. The Egyptian Journal of Otolaryngology, 36(1), 1–7. https://doi.org/10.1186/s43163-020-00041-1
Degli Espinosa, F., Metko, A., Raimondi, M., Impenna, Mi., & Scognamiglio, E. (2020). A model of support for families of children with autism living in the COVID-19 lockdown: Lessons from Italy. Behavior Analysis in Practice, 13(3), 550–558. https://doi.org/10.1007/s40617-020-00438-7
Fazira, S., Daulay, M. I., & Marleni, L. (2018). Pengaruh Bermain Kolase Terhadap Kemampuan Motorik Halus Usia Dini. Aulad: Journal on Early Childhood, 1(1), 60–71.
Figueroa, R., & An, R. (2017). Motor skill competence and physical activity in preschoolers: A review. Maternal and Child Health Journal, 21, 136–146. https://doi.org/10.1007/s10995-016-2102-1
Fitrianingsih, F., Daulay, M. I., & Pebriana, P. H. (2018). Peningkatan Kemampuan Motorik Halus Anak Usia Dini melalui Kegiatan Kolase Media Daun Ketepeng. Aulad: Journal on Early Childhood, 1(1), 8–17.
Gaul, D., & Issartel, J. (2016). Fine motor skill proficiency in typically developing children: On or off the maturation track? Human Movement Science, 46, 78–85. https://doi.org/10.1016/j.humov.2015.12.011
Giráldez, V. A. (2020). ¿ Cómo debe ser el trabajo de Educación Física en Educación Infantil? Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 37, 588–596. https://doi.org/10.47197/retos.v37i37.74177
Hasanah, U., & Deiniatur, M. (2020). Character education in early childhood based on family. Early Childhood Research Journal (ECRJ), 2(1), 29–42.
Hikmawati, H., Takasun, T., & Lailin, M. (2022). Upaya Meningkatkan Kemampuan Motorik Halus Peserta Didik Dengan Aktivitas Bermain (Playdough) Di Tk Yaa Bunayya. Jurnal Abdi Insani, 9(3), 878–885.
Kirsch, M., & Buchholz, M. B. (2020). On the nature of the mother-infant tie and its interaction with Freudian drives. Frontiers in Psychology, 11(26 February 2020), 317. https://doi.org/10.3389/fpsyg.2020.00317
Kristiantari, M. G. R., & Negara, I. G. A. O. (2017). Development learning tool modification of music and dance to increase physical development in early childhood on the cluster Jempiring Denpasar. 9th International Conference for Science Educators and Teachers (ICSET 2017), 237–244.
Linda, S., & Suryana, D. (2020). Pengaruh Stencil Print dalam Mengembangkan Kemampuan Motorik Halus Anak Usia Dini. Jurnal Pendidikan Tambusai, 4(2), 1399–1407.
Lisa, M., Mustika, A., & Lathifah, N. S. (2020). Alat Permainan Edukasi (APE) Meningkatkan Perkembangan Motorik Halus pada Anak Usia 4-6 Tahun. Jurnal Kesehatan, 11(1), 125–132.
Massri, E. A. M., Armijos, J. C. A., & Rocha, C. L. (2022). Efectos en el desarrollo motor de un programa de estimulación motriz basado en actividades lúdicas globalizadas, en varones escolares de la ciudad de Valdivia. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 43, 719–727. https://doi.org/10.47197/retos.v43i0.86575
McClelland, M. M., & Cameron, C. E. (2019). Developing together: The role of executive function and motor skills in children’s early academic lives. Early Childhood Research Quarterly, 46, 142–151. https://doi.org/10.1016/j.ecresq.2018.03.014
Meylia, K. N., Siswati, T., Paramashanti, B. A., & Hati, F. S. (2022). Fine motor, gross motor, and social independence skills among stunted and non-stunted children. Early Child Development and Care, 192(1), 95–102. https://doi.org/10.1080/03004430.2020.1739028
Nahar, B., Hossain, M., Mahfuz, M., Islam, M. M., Hossain, M. I., Murray‐Kolb, L. E., Seidman, J. C., & Ahmed, T. (2020). Early childhood development and stunting: Findings from the MAL‐ED birth cohort study in Bangladesh. Maternal & Child Nutrition, 16(1), e12864. https://doi.org/10.1111/mcn.12864
Setiawati, E. (2022). The Effect of Playdough Games on Children’s Creativity in Early Childhood Education. Gagasan Pendidikan Indonesia, 3(1), 24–30.
Souto, P. H. S., Santos, J. N., Leite, H. R., Hadders-Algra, M., Guedes, S. C., Nobre, J. N. P., Santos, L. R., & Morais, R. L. de S. (2020). Tablet use in young children is associated with advanced fine motor skills. Journal of Motor Behavior, 52(2), 196–203. https://doi.org/10.1080/00222895.2019.1602505
Strooband, K. F. B., de Rosnay, M., Okely, A. D., & Veldman, S. L. C. (2020). Systematic review and meta-analyses: Motor skill interventions to improve fine motor development in children aged birth to 6 years. Journal of Developmental & Behavioral Pediatrics, 41(4), 319–331. https://doi.org/10.1097/DBP.0000000000000779
Sutapa, P., Prasetyo, Y., Arjuna, F., & Prihatanta, H. (2018). Differences of Influence of Playing Playdough and Puzzles on Fine Motor Skills and Logical-Mathematical Intelligence in Early Childhood. 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018), 171–174.
Sutapa, P., Pratama, K. W., Rosly, M. M., Ali, S. K. S., & Karakauki, M. (2021). Improving motor skills in early childhood through goal-oriented play activity. Children, 8(11), 994. https://doi.org/10.3390/children8110994
Wardah, E. Y. (2017). Bermain Playdough Terhadap Kemampuan Motorik Halus Anak Autis di SDLB. Jurnal Pendidikan Khusus, 9(2).
Webster, E. K., Martin, C. K., & Staiano, A. E. (2019). Fundamental motor skills, screen-time, and physical activity in preschoolers. Journal of Sport and Health Science, 8(2), 114–121. https://doi.org/10.1016/j.jshs.2018.11.006
Williams, P., Sheridan, S., & Pramling Samuelsson, I. (2019). A perspective of group size on children’s conditions for wellbeing, learning and development in preschool. Scandinavian Journal of Educational Research, 63(5), 696–711. https://doi.org/10.1080/00313831.2018.1434823
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Retos
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
