Improving Poor Handwriting and Delayed Fine Motor Skills of Kindergarten Pupils through "Oras Mo, Galing Ko (Your Time Mix Me Grow)" Program

Abstract

INTRODUCTION

Writing is an important area of communication. Fine motor development in Kindergarten is also an integral component of language. When a child writes and thinks, knowledge is synthesized to create a unique message. It is at this stage that children develop an increased desire to communicate effectively. Expressing their thoughts and experiences can be articulated in written form. Handwriting is a foundation skill that needs to be developed early as it affects students' reading, writing, language use, and critical thinking. Children who have difficulty coordinating the small muscle groups in their hands have difficulty in manipulating pencils, crayons, and scissors. This difficulty makes children dependent on others, opens them to peer ridicule, and prevents them from meeting the demands of school.

METHODS

The purposive sampling was used in this research since all students that need immediate attention were picked. Analysis as to who were the respondents to be selected was done based on the causes that emerged during data triangulation. Everyday enhancement session with eight weeks' time frame through the "Oras Mo, Galing Ko" program was catered to 15 identified pupils who struggle in handwriting and having a poor motor skill from September to October 2017. There will be three forms of data collection: parents’ interview, pupils’ interview, and pre-created activity and writing samples. All surveys will be conducted before intervention.

RESULTS

The reasons that affect poor handwriting and delayed in motor skills to kindergarten due to having no preparatory experience. The development of school readiness skills allows school teachers to expand and further develop a child's skills in the specific areas of social interaction, emotional development, physical skills, literacy, and fine motor skills. Without these basic skills, children can quickly find themselves playing " ̃catch up' compared to their peers that are advancing more quickly.

DISCUSSIONS

Children who find writing difficult cannot always finish activities on time. If not given attention, they would decline to participate and can impair academic performance. Moreover, the quality of parents' assistance during the writing process is associated with concurrent word writing, word recognition, and phonological awareness skills, when accounting for the overall home literacy environment. Teaching style, specific tasks, and environment were all key components in increasing students' handwriting and motor development.