Enhancing the Fine Motor Skills of Kindergarten Pupils through Project K.A.M.A.Y. (K-nitting, A-cquired, Manipulative Abilityamong the Youth

Abstract

INTRODUCTION

Children who are in their first year as a learner find difficulties in writing letters, cutting materials, and coloring pictures. Fine motor is an action involving small muscles of the hands as in handwriting, sewing, and knitting. Omnibus Policy of Kindergarten Program (2016) aims to develop the standard and competency of kindergarten. Fine motor is one of the seven (7) domains in this curriculum. The researcher found that some of their pupils have difficulties in fine motor skills by conducting research. This study is conducted at Santa Cruz Elementary School, Santa Cruz, Laguna.

METHODS

The researcher utilized the Teacher-Made Checklist based on the competencies of the kindergarten program in conducting the pre-and post assessment checklist used in school and home. The researcher utilized a descriptive method to identify the objectives of Enhancing the Fine Motor Development of Kindergarten of Santa Cruz Elementary School through Project K.A.M.A.Y. The researcher used the table for the frequency, percentage and rank distribution of profile of the respondents and interpretations such as 4-expert, 3-accomplished, 2-capable and 1-beginner. The researcher also utilized T-test for the relationship or effects of project K.A.M.A.Y to the fine motor of the respondents.

RESULTS

Project K.A.M.A.Y. has a significant effect in enhancing the fine motors of the students.

DISCUSSIONS

Majority of the respondents who have difficulties in fine motor skills are 4years old, male pupils, youngest born and has an average in life in socio-economic status. The fine motor skills pre-assessment of the respondents has an interpretation of beginner, this implies that the respondents had difficulties in the fine motor. With the assistance of the said intervention project K.A.M.A.Y. in school and home shows that the fine motor skills acquired an interpretation of accomplished and expert, this implies that the intervention had positive effects to the fine motor of the respondents. Intervention Project K.A.M.A.Y. which is 15 minutes of additional structured activities for 6 weeks. This is supported by Morrow (2015) the creation of six-week intervention will help to ensure the student strengthen their fine motor abilities. The pre-assessment in school and at home regarding the fine motor skills of the respondents got 1.225 while the post-test in school and at home got 2.964. The pre-assessment score has the variance and with the difference of 0.122 and the post-test score has the variance with the difference of 0.0282. The two scores have the degree of freedom of twenty-two (22) with a level of significance of 0.05 this infers that there is an ample difference in between pre-assessment to the post-assessment. The t-stat value is 15.547 which is higher than the critical value of 2.074. The extent of the intervention of project K.A.M.A.Y in school and at home infers that it has a significant effect in enhancing the fine motor skills of the students.