Contributing Factors to the Graphmotor Difficulty among Kindergarten

Abstract

INTRODUCTION

Handwriting is an important part of literacy and an essential skill for life. It is the development of complex skills. To learn to handwrite, children need to combine fine motor skills, language, memory, and concentration. The Kindergarten curriculum is intended to help children who are at least 5 years old to acquire the values, attitudes, and competencies that are known to enable successful and beneficial participation in school learning experiences. It is designed on the basis of the prevailing understanding of how children learn and develop. As such, the assumptions are drawn from the understanding of children and childhood according to all areas of growth(Revised Philippine Early Childhood Development. Checklist Manual). However, not all kindergarten pupils acquire graphomotor skills along with the learning schedule. There were those that have difficulty and still do notknow how to write until the end of the school year. As of this school year 2018-2019, there are 5 kindergarten pupils who are encountering graphomotor difficulty. It is for this reason that the researcher conducted this study, to determine the contributing factors to the graphomotor difficulties among kindergarten pupils of Doña Tiburcia Carpio Malvar Elementary School.

METHODS

This study will employ the descriptive research method which is deemed most appropriate for it answers the following questions: who, what, when, where, and how. It is designed to produce information about prevailing situations, or what is or what has been happening. It is valuable in providing facts, revealing conditions and relationships that exist. Document analysis of the school recorded documents related to the Kindergarten learners' Early Childhood Care and Development (ECCD) results will be utilized.

RESULTS

Two out of 5 pupils with graphomotor difficulties were 4 years old when they enter Kindergarten during the school year 2018-2019. The remaining 3 were all 5 years old. In terms of gender, 4 out of 5 were males. Only one was female. In terms of the dominant hand, all of the 5 pupils were right-handed. Only one pupil out of the 5 pupils with graph motor difficulties has passed the ECCD checklist test in the pre-test. In the posttest, all of the 5 pupils have passed the ECCD test.

DISCUSSIONS

The results demonstrate that the majority of pupils with graphomotor difficulties were able to perform the five activities in the teacher's Post -Assessment. The researcher presents the developed "Teaching Program" to compile best practices in handwriting readiness skills.