Abstract
Amaç: Çocuklarda okul öncesi eğitim kurumlarında yapılan oyun temelli el aktivitelerinin çocukların el becerilerine, gelecekteki okul hayatına ve özgüvenlerine etkisi olup olmadığının önemli bir konu haline geldiği düşünülmektedir. Araştırılan bu çalışmayla, okul öncesi eğitim alan ve almayan çocukların el kavrama ve fonksiyonel becerilerine katkısını incelemek ve bu dönemde belirlenecek kişisel motor beceri özelliklerinin değerlendirilmesine katkı sağlamak amaçlanmıştır.
Yöntem: Çalışmaya fiziksel olarak herhangi bir problemi bulunmaya 118 birey, okul öncesi eğitim alan ve almayan çocuklar olacak şekilde iki gruba ayrılmıştır. Bireylerde dominant-nondominant her iki el olacak şekilde el kavrama kuvveti, parmak kavrama kuvveti ve el fonksiyonel beceri değerlendirmesi yapılmıştır. Bireylerin el fonksiyonel becerileri Perdue Pegboard testi, anahtar kavrama kuvveti Jamar® hidrolik pinçmetre, kaba kavrama kuvveti J-tech® dijital el dinamometresi ile ölçülerek değerlendirilmiştir.
Bulgular: Yapılan çalışma sonucunda, okul öncesi eğitim alan çocukların almayanlara göre el ve parmak kavrama kuvveti, el fonksiyonel becerileri yüksek bulunmuştur (p>0.05). Okul öncesi eğitim alan bireylerin cinsiyeti bakımından yapılan analiz sonucunda kız ve erkek bireyler arasında istatistiksel olarak anlamlı bir fark bulunmamıştır (p<0.05).
Sonuç: Sonuç olarak, okul öncesi eğitimin, çocuklarda el kavrama kuvveti ve fonksiyonel becerileri artırdığı ortaya konmuştur.
References
- 1. Vural DE, Kocabaş A. Okul öncesi eğitim ve aile katılımı. Elektronik Sosyal Bilimler Dergisi. 2016;15(59):1174-1185.
- 2. Balat GU. Okul Öncesi Eğitime Giriş. Ankara: Pegem Akademi Yayınları; 2010.
- 3. Eynur A. Kütahya İli Merkez İlçesi Okul Öncesi Kurumlarında Okuyan Öğrencilerin Kaba Motor Beceri Gelişimlerinin İncelenmesi. [Yüksek Lisans Tezi.] Kütahya, Türkiye: Dumlupınar Üniversitesi;2013.
- 4. Cinkılıç H. Okul öncesi eğitimin ilköğretim 1. sınıf öğrencilerinin okul olgunluğuna etkisinin incelenmesi. [Doktora Tezi.] Konya, Türkiye: Selçuk Üniversitesi Sosyal Bilimleri Enstitüsü;2009.
- 5. Lee K, Junghans BM, Ryan M, et al. Development of a novel approach to the assessment of eye–hand coordination. Journal of Neuroscience Methods. 2014;228:50-56.
- 6. Lohmar B, Eckhardt T. The education system in the Federal Republic of Germany 2012/2013: A description of the responsibilities, structures and developments in education policy for the exchange of information in Europe. In Bonn: Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany;2013.
- 7. Ferreira C, Shimano AC, Mazzer N, et al. Grip and pinch strength in healthy children and adolescents. Acta Ortopédica Brasileira. 2011;19(2):92-97.
- 8. Madić D, Sporiš G, Kezić A. Reliability and usefulness of bulb dynamometer for measuring hand grip strength in preschool children. Acta Kinesiologica. 2017;94(11):2017.
- 9. Gardner R, Broman M. The purdue pegboard normative data on 1334 school children. Journal of Clinical Child Psychology. 2009;1:156-162.
- 10. Surrey LR, Hodson J, Robinson E, et al. Pinch strength norms for 5-to12-year-olds. Physical & Occupational Therapy in Pediatrics. 2001;21(1):37-49.
- 11. Smet LD, Decramer A. Key pinch force in children. Journal of Pediatric Orthopaedics. 2006;15:426–427.
- 12. Yim SY, Cho JR, Lee IY. Normative data and developmental characteristics of hand function for elementary school children in Suwon area of Korea: grip, pinch and dexterity study. Journal Korean Medical Sciences. 2003;(18):552-558.
- 13. Tremblay J, Curatolo S, Leblanc M, et al. Establishing normative data for the Functional Dexterity Test in typically developing children aged 3-5 years. Journal of Hand Therapy. 2019;32(1):93-102.
- 14. Desai K, Kene K, Doshi M, et al. Normative data of purdue pegboard on Indian population. IJOT. 2006;37(3):69-72.
- 15. Wilson BC, Wilson JJ, Iacoviello JM, et al. Purdue pegboard performance of normal preschool children. Journal of Clinical and Experimental Neuropsychology. 1982;4(1):19-26.
- 16. Case-Smith J. Effects of occupational therapy services on fine motor and functional performance in preschool children. American Journal of Occupational Therapy. 2000;54:372–380.
- 17. Chien CW, Brown T, McDonald R, et al. The contributing role of real‐life hand skill performance in self-care function of children with and without disabilities. Child: Care, Health and Development. 2014;40(1):134-144.
Abstract
Aim: It is thought that whether play-based manual activities performed in preschool education institutions have an effect on children's manual skills, future school life and self-confidence has become an important issue. The aim of this research is to examine the contribution of children who received and did not receive preschool education to hand grip and functional skills and to contribute to the evaluation of personal motor skill characteristics to be determined during this period.
Method: The study included 118 individuals with no physical problems, divided into two groups as children who received preschool education and those who did not. Hand grip strength, finger grip strength and hand functional skills were assessed in both hands, dominant and non-dominant. Participants' hand functional skills were evaluated by measuring the Perdue Pegboard test, key grip strength with the Jamar® hydraulic pinch meter, and gross grip strength with the J-tech® digital hand dynamometer.
Results: As a result of the study, hand and finger grip strength and hand functional skills were found to be higher in children who received preschool education compared to those who did not (p<0.05). As a result of the analysis based on the gender of individuals who received preschool education, no statistically significant difference was found between girls and boys (p>0.05).
Conclusion: In conclusion, it has been shown that preschool education increases hand grip strength and functional skills in children.
References
- 1. Vural DE, Kocabaş A. Okul öncesi eğitim ve aile katılımı. Elektronik Sosyal Bilimler Dergisi. 2016;15(59):1174-1185.
- 2. Balat GU. Okul Öncesi Eğitime Giriş. Ankara: Pegem Akademi Yayınları; 2010.
- 3. Eynur A. Kütahya İli Merkez İlçesi Okul Öncesi Kurumlarında Okuyan Öğrencilerin Kaba Motor Beceri Gelişimlerinin İncelenmesi. [Yüksek Lisans Tezi.] Kütahya, Türkiye: Dumlupınar Üniversitesi;2013.
- 4. Cinkılıç H. Okul öncesi eğitimin ilköğretim 1. sınıf öğrencilerinin okul olgunluğuna etkisinin incelenmesi. [Doktora Tezi.] Konya, Türkiye: Selçuk Üniversitesi Sosyal Bilimleri Enstitüsü;2009.
- 5. Lee K, Junghans BM, Ryan M, et al. Development of a novel approach to the assessment of eye–hand coordination. Journal of Neuroscience Methods. 2014;228:50-56.
- 6. Lohmar B, Eckhardt T. The education system in the Federal Republic of Germany 2012/2013: A description of the responsibilities, structures and developments in education policy for the exchange of information in Europe. In Bonn: Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany;2013.
- 7. Ferreira C, Shimano AC, Mazzer N, et al. Grip and pinch strength in healthy children and adolescents. Acta Ortopédica Brasileira. 2011;19(2):92-97.
- 8. Madić D, Sporiš G, Kezić A. Reliability and usefulness of bulb dynamometer for measuring hand grip strength in preschool children. Acta Kinesiologica. 2017;94(11):2017.
- 9. Gardner R, Broman M. The purdue pegboard normative data on 1334 school children. Journal of Clinical Child Psychology. 2009;1:156-162.
- 10. Surrey LR, Hodson J, Robinson E, et al. Pinch strength norms for 5-to12-year-olds. Physical & Occupational Therapy in Pediatrics. 2001;21(1):37-49.
- 11. Smet LD, Decramer A. Key pinch force in children. Journal of Pediatric Orthopaedics. 2006;15:426–427.
- 12. Yim SY, Cho JR, Lee IY. Normative data and developmental characteristics of hand function for elementary school children in Suwon area of Korea: grip, pinch and dexterity study. Journal Korean Medical Sciences. 2003;(18):552-558.
- 13. Tremblay J, Curatolo S, Leblanc M, et al. Establishing normative data for the Functional Dexterity Test in typically developing children aged 3-5 years. Journal of Hand Therapy. 2019;32(1):93-102.
- 14. Desai K, Kene K, Doshi M, et al. Normative data of purdue pegboard on Indian population. IJOT. 2006;37(3):69-72.
- 15. Wilson BC, Wilson JJ, Iacoviello JM, et al. Purdue pegboard performance of normal preschool children. Journal of Clinical and Experimental Neuropsychology. 1982;4(1):19-26.
- 16. Case-Smith J. Effects of occupational therapy services on fine motor and functional performance in preschool children. American Journal of Occupational Therapy. 2000;54:372–380.
- 17. Chien CW, Brown T, McDonald R, et al. The contributing role of real‐life hand skill performance in self-care function of children with and without disabilities. Child: Care, Health and Development. 2014;40(1):134-144.
Details
| Primary Language | English |
|---|---|
| Subjects | Physiotherapy |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | April 29, 2025 |
| Publication Date | April 29, 2025 |
| Submission Date | March 10, 2025 |
| Acceptance Date | April 10, 2025 |
| Published in Issue | Year 2025 Issue: 25 |
- Article Files
Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)