Effects of the We Can Intervention Activities in the Fine Motor Skills among Kindergarten: Basis for a Contextualized Module

Abstract

INTRODUCTION

The primary purpose of this action research is to find the effects of the fine motor skills intervention activities to the development of fine motor and handwriting skills among kindergarten pupils. The respondents of the study are the Kindergarten-Nemo pupils of Malandag Central Elementary School SPED Center using purposive sampling based on the pre-test result of Early Childhood Care Development Checklist (ECCD) Assessment and thelevel of handwriting skills using a modified rubric to determine pupil's development in fine motor and handwriting skills.

METHODS

The methods used in the research design of the study was descriptive analysis. This study used two instruments namely the pre-test result of Early Childhood Care Development Checklist (ECCD) Assessment, pre-test and post-test result on the level of handwriting skills using a modified rubric.

RESULTS

The researchers found that the result on the level of fine motor skills assessment among kindergarten needs intervention activities to improve their fine motor skills. The handwriting skills of the kindergarten before the implementation of the intervention activities are generally poor and weak because their level of in-hand manipulation needs strengthening. Hence, the need for the recommended intervention is necessary. An intervention activity module on developing the fine motor skills was designed to meet the needs of each participant. The result of this study suggests that fine motor based interventions can help to improve pupils' handwriting skills.

DISCUSSIONS

Based on the consolidated pre-test result in the fine motor skills domain, 4 out of 29 respondents shows a significant delay in overall development, 22 respondents slight delay in the overall development and 3 respondents manifest average development. From the pre-test result, the mean of 2.000 in directionality is poor, in using lines the mean of 1.207 is weak, in circle closure the mean of 1.897 is weak, and in straight lines, the mean of 1.172 is weak using the modified rubric. These findings imply that the level of handwriting skills among kindergarten is poor and weak. From the post-test result, the mean of 4.207 in directionality is good, in using lines the mean of 3.103 is fair, in circle closure the mean of 3.897 is fair, and in straight lines, the mean of 3.759 is fair using the modified rubric. The findings imply that the level of handwriting skills among kindergarten is good and fair after the implementation of the fine motor skills intervention activities. Since children's fine motor and handwriting skills are not automatically obtained, there is a need for a more systematic approach in their intervention activities that will help improve they're fine motor and handwriting skills.