The article Teaching Practices that Promote Motor Skills in Early Childhood Settings by Robinson et al., 2011 offers a substantive review on various issues aligned with childhood development. Precisely, the article is based on a primary research that was carried out with the some intent of determining whether early childhood majors can be taught to pre-school children in order to allow them to master climate instructional approach, which promotes their motor skills. Worth noting is the fact that physical activity and movement occur as some of the crucial factors that have a colossal influence on the quality of life of a child. Evidently, these two factors offer a comprehensive platform that enhances the intellectual development of a child. As a result, these two factors influence the academic prowess of a child.
Purpose
As previously connotes herein, the current article is based on a research that was carried out with the purpose of determine whether childhood majors can be applied to teach children on how to master climate instructional approach that is aimed at promoting the development of motor skills in children.
Hypothesis
Notably, the hypothesis that the current article sought to prove was whether climate instructional approaches could be taught using childhood majors as a way of promoting motor skill development in preschool children.
Type of research performed
In proving its hypothesis, Robinson et al., (2011) carried out its research in a period of close to eleven weeks. During this period, a movement program was designed focused in specific motor skills including hopping, striking, sliding, catching, jumping, running, kicking and underhand rolling. The program subjected the participants to 22 sessions whereby the mentioned skills were exercised on the participants. Notably, the sessions were carried out in specific periods of time, whereby each of the sessions lasted for close to half an hours. In a nutshell, the program designed for implementing the training sessions was structured in such a way that it emphasized on motor skill instructions. Based on a personal thought, the manner in which this research was carried out enhanced its credibility. This is because the program used was specifically tailored to assess the influence of motor skill training on childhood development.
Participants
The current research utilized fourteen participants comprising of six girls and eight boys. The age of the participants ranged from three to five years. The participants were drawn from an early learning centre. The use of male and female participant in this research is recommendable based on the fact that it offers a viable platform that enhances the evaluation of gender specific factors that may influence the development of motor skills by the children. However, the research did not utilize a balanced number of boys and girls as its participants in order to enhance the validity of the research outcomes.
Results
The results from this research indicated that giving children guidance on childhood majors enhances mastery of movement programs, which enhance their competence in motor skill movement. As a result, the research recommends on the need to create awareness amongst caregivers on the need to utilize childhood majors as a means of enhancing cognitive development in children (Robinson et al., 2011). In fact, the current research offers a conceptual framework that can be utilized in training teachers on how to offer practical teaching on how to train children on the connoted childhood majors.
Deductively, the current article offers critical insights on the manner in which motor skills are significant in the context of childhood development. It is imperative to note that motor skills allows children to develop adequate weight, which is crucial in addressing issues on childhood obesity, which have been eminent in the contemporary society. Many at times, children learn a lot when they explore their environments. In line with this, training children on childhood majors offer a platform in which children can explore their environment; hence, develop intellectually and in other concerns. In addition, movement allows children to interact with others, when enhances their social interactions, which are equally beneficial for their growth and development.
In the recent past, early childhood programs are required to uphold adequate standards regarding early childhood education programs. For this reason, the current article can be utilized as a pillar in which early childhood education institutions can adopt adequate standards for use in training children on a number of motor related skills. Certainly, this will result in the development of environments where childhood development is treated with the required seriousness.
Conclusion
Reference
Robinson, L., Webster, K., Logan, W., Lucas, A., and Barber, L. (2011). Teaching Practices that Promote Motor Skills in Early Childhood Settings. Early Childhood Education Journal, 40, 79-86.
