Motorika ruke dece predškolskog uzrasta

Abstract

Otkrivanje teškoća u razvoju motoričkih sposobnosti na predškolskom uzrastu omogućava svim učesnicima u vaspitno-obrazovnom procesu da intervenišu u cilјu preveniranja i ublažavanja posledica koje se mogu javiti polaskom deteta u školu. Cilј istraživanja je utvrđivanje motoričkih sposobnosti dece sa teškoćama u intelektualnom razvoju i dece tipičnog razvojnog toka, predškolskog uzrasta i time ukaže na značaj defektološke intervencije u ovom uzrastu. Istraživanje je sprovedeno na uzorku od 64. dece tipičnog razvojnog toka, uzrasta od četiri do šest godina i 30. dece uzrasta od tri do jedanaest godina sa intelektualnom ometenošću, u predškolskim ustanovama „Dečiji dani“ i „ 11. April“ u Beogradu, tokom 2013. i 2014. godine. Za svrhe ovog istraživanja korišćen je „Obrazovni motorički test“ (van Gelder, van der Meer & van Weene, 2005). Prikazani su rezultati procene spretnosti gornjih ekstremiteta kroz aktivnosti sa loptom (tapkanje, cilјanje i hvatanje) i spretnost prstiju kroz pokrete suprotstavlјanja i nizanja. U poduzorku dece sa intelektualnom ometenošću, 7% tapkanje, 17% hvatanje, 3% cilјanje lopte i 27% dece opoziciju je izvršavalo na način koji se smatra adekvatnim za uzrast, a kod najvećeg broja ispitanika, iako su prilagođeni uslovi testiranja, odgovor se nije mogao dobiti. U poduzorku dece iz vaspitnih grupa, 23,4% dece izvodi tapkanje, a 17,2% hvatanje lopte neadekvatno uzrastu. 35.9% ispitanika ne izvodi suprotstavlјanje prstiju i nizanje adekvatno uzrastu. Uzrast i pol nisu prediktori razvijenosti motoričkih sposobnosti. Rezultati istraživanja ukazuju da se primenjeni instrument procene pokazao kao pogodan za kreiranje programa fizičkog vaspitanja u predškolskim ustanovama, otkrivanje problema u početnom opismenjavanju i izradu individualnih planova podrške.

Detecting problems in the development of motor skills at the preschool level allows all participants in the educational process to intervene in order to prevent and mitigate the effects that can occur to a child in school. The aim of the study was to determine the motor abilities of children with disabilities in intellectual development and children with typical development, preschoolers, and thus emphasize the importance of special education intervention at this age.The study was conducted on 64 children with typical development, aged four to six years and 30 children aged from three to eleven years with intellectual disabilities in preschools „Dečiji dani“ and „ 11. April“, during the 2013. and 2014. year. For the purposes of this study we used “Educational motility test” (Ondervijsgeschikte Motorische Test – OMT; van Gelder, van der Meer & van Weene, 2005). In this paper, the results of the assessment of upper extremity skills through activities with a ball (tap, targeting and capture) and finger dexterity through the motions of opposition and sequencing, has been shown. In the subsample of children with intellectual disabilities, 7% tapping, capturing 17%, 3% target balls and 27% of children were of the opposition to execute in a way which is considered appropriate for the age. In most children of this subsample, although the custom test conditions, the response could not be obtained. In the subsample of children in educational groups, with typical development, at 23.4% of children running tap, and 17.2% of catching a ball were inadequately to age. 35.9% of children did not take opposing fingers and sequencing of appropriate age, at 15.6% of respondents appear synkinesis, and 7.8% of the activities performed with a pronounced effort. Age and gender were not predictors of the development of motor skills.The results indicate the importance of early detection and intervention in special education pre-school age. In addition, the applied instrument proved to be suitable for the creation of physical education in preschools, detection of problems in writing ability and develop individual support plans.