International Education Studies; Vol. 9, No. 9; 2016 ISSN 1913-9020 E-ISSN 1913-9039

Published by Canadian Center of Science and Education

111

Research on the Boost of Development on Young Children’s Fine Motor by Folk Games

Xia Wei1

1 China West Normal University, China

Correspondence: Xia Wei, China West Normal University, China. E-mail: 709068201@qq.com

Received: June 11, 2016 Accepted: July 28, 2016 Online Published: August 25, 2016

doi:10.5539/ies.v9n9p111 URL: http://dx.doi.org/10.5539/ies.v9n9p111

Abstract

As Chinese traditional folk culture, folk games have unique educational value which can boost the development of young children’s fine motor. Based on previous investigation of fine motor skill of children in Nanchong, Sichuan Province, the researcher chose a middle class in public city kindergarten A with lower survey score as the study object. The class with lower level on fine motor skill was set as an intervention group and the other class as a control group to conduct a 3-month educational activity about folk games. During the process, the researchers, being the teachers themselves, used qualitative research method to study the process of educational activities about folk games targeting at the boost of development on young children’s fine motor skills, by tracking and observing children, and physical analysis of their painting and handwork. The research results indicate that there is an overall improvement of fine motor skills of young children from the intervention group in kindergarten A and their performances on pinching, touching, drawing and cutting all surpass children from the control group.

Keywords: folk games, young children, fine motor

1. Introduction

After the survey of fine motor skills of 330 children aged from 3 to 6 in junior, middle and senior classes from 11 kindergartens in three districts in Nanchong, Sichuan Province, it is found that compared with the content about health in Guideline of learning and development of children aged from 3 to 6, children’s fine motor skill is less favorable especially being weak on drawing, cutting and folding; children’s fine motor skill level from private kindergarten is higher than those from public kindergarten; children’s fine motor skills from rural kindergarten is better than those from urban kindergarten (Xia, 2016). Therefore, it has been the primary issue for the researcher to focus on how to efficiently improve children’s fine motor skill level in urban public kindergarten.

As a typical form of folk culture, folk games carry historical tradition, own unique cultural trait, have educational value and function. There was the research that discovered folk games being able to advance the development of children’s large and small muscles, facilitate multiple basic motions of walking, running, jumping, squatting, boring and climbing, improve feet standing jumping, single-foot jumping, physical balance and ability on pushing, hooking and lifting, and also promote practice on strength, speed, endurance and agility. (Gong, 2016). However in reality, there is not adequate attention on the effect on children’s growth and development by folk games, whose rich educational value and function have not been fully applied. Past researches mainly unearthed the educational value of folk games on large muscle development, while paying less attention on the influence on fine motor of children’s small muscle. Many folk games such as “Cat’s Cradle”, “Cut Window” and “Paper Folding of East, South, West and North”, “Embroidery” can also develop children’s fine motor skills of picking, cutting, folding and stringing. So it has been the researchers’ key focus to explore the educational value of folk games on children’s fine motor development.

From the above factors, the research team had selected a public urban kindergarten to launch a practical teaching activity of folk games based on children’s fine motor development for a semester, to develop courses about folk games which are suitable for children’s fine motor development during the teaching activity, and advance children’s fine motor skills through team effort and promote researchers’ and educators’ professional development during the action.

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2. Research Method

2.1 Research Object

Based on survey results before, it took a public urban kindergarten A with low average score in the fine motor survey as study object. In consideration of difficulties in contents of folk games curriculum, children aged from 4 to 5 in middle class had been chosen as the object of teaching activity. Children from two middle classes in the kindergarten had been randomly selected for primary survey, the class with lower average score being the experiment group and the other being the control group.

2.2 Research Design

It mainly uses single factor experiment design combined with survey before and after intervention, as well as observance in the process of intervention. During the single factor experiment design, all children in experimental group and control group from middle classes in kindergarten A had been arranged with primary, intermediate and post surveys of fine motor. In addition, children’s fine motor performance had been observed and recorded during each activity in the intervention period. Specific contents of observance were children’s postures while using scissors and drawing pens, coordination between hands and eyes as well as motor accuracy.

2.3 Research Method

2.3.1 Experiment Intervention Method

In this research, six post graduates of early childhood education who have been trained conducted the intervention of fine motor teaching activity toward children from the experiment group. The intervention started from beginning of April and ended at the end of June when the summer semester was over, taking three months in total. There were three times of teaching intervention weekly and each intervention took 40 to 50 minutes. Due to various attendances of each object, they had different actual interventions ranging from 26 to 30 times. The design of folk games activities (refer to Table 1 for teaching topic) to promote children’s fine motor development was only under application after careful revised by kindergarten principle, kindergarten teachers and professional teachers in university. Each teaching activity was also well practiced by the team and revised by post graduates after two micro-teachings inside the campus and finally applied in kindergarten A. According to children’s performance during each teaching activity of folk games, the researcher adjusted activity forms and difficulties to ensure the effectiveness of teaching activity intervention.

Table1. Schedule of folk games teaching activities to develop fine motor in kindergarten A (2016.4-2016.6)

Time Tuesday Wednesday Thursday

Week 1 Flexible Fingers Fingers' Change Sugarcoated Haws on a Stick

Week 2 Paper Folding Change Cut Window Paper Folding of East, South, West and North

Week 3 Paper Balls’ Making with Old Newspapers

Paper Cutting-lanterns Noodle’s Making

Week 4 Dumplings’ Making Weaving Snails’ Houses Magic Tangram

Week 5 Colorful Kites Making Shuttlecock Picking Small Sticks

Week 6 Making Little Windmill Painting Facial Makeup Lovely Puppet

Week 7 Pinching Clay Figurine Cat's Cradle Making Colorful Candy Wraps

Week 8 Making Bamboo Dragonfly Embroidery: Fan’s Making

Clamping Beans

Week 9 Interesting Shadow Figures Colorful Oil-paper Umbrella

Blue and White Porcelain Plate

Week 10

Making Dragon Boat Making Zong Zi Pretty Embroidered Shoes

2.3.2 Observational Method

By using the action research featured by nature, action and role integration, teachers being practitioners and

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3.3 Teaching Activity of Folk Games in Cooperation

During the folk games teaching, there are many chances for children to operate. During the observation, it is found that some children would go to teachers for help, besides they would invite more capable children to assist them to finish the task when they could not finish the operation task alone. For example, in many sticking activities, they need clear tape to stick the work, but the tape was wrapped, it’s difficult for a child in middle class to cut a small piece and stick with it. So in the activity of “Paper Balls’ Making with Old Newspapers”, some children went together on their own will so that one opened the tape and the other helped to cut it; or one drew out the tape and the other wrapped the paper ball (Picture 11). They not only finished the operation in this kind of cooperation, but also felt the power and fun of cooperation and established good friendship. “Companion cooperation can promote development of children’s cognition and language abilities; help them establish good companion and group relations; and develop correct self-awareness, interaction and communication ability, consciousness of understanding others and consciousness of rules” (Zhang, 2006). So in later period of teaching practice, in addition to children’s free combination, teachers would consciously guide children helping each other and improve their fine motor skills level in mutual assistance.

4. Research Result and Analysis

4.1 Comparison of Differences of Fine Motor Skills

4.1.1 Comparison of Overall Differences of Fine Motor Skills of Children in Middle Class

The pre-test result (Table 2) showed that the intervention class is 0.04 lower than the control class on general average score of fine motor skills. The two classes were tested of fine motor in intermediate stage after one month’s teaching intervention and the result suggested that the general average score of the intervention class was 1.01 and the control class is 1.07. Fine motor skills of the intervention class had been improved. After 3 months’ teaching activity of folk games aiming at fine motor development, the post-test result (Table 3) indicated that fine motor skills level of the intervention class has gained obvious improvement with 0.09 higher than the control class, which was showed by the result of fine motor test.

Table 2. Comparison of pre-test result of fine motor skills of children of the intervention class and control class in kindergarten A

Pinch Touch Draw Cut Fold String General average score

Intervention Class 1.72 3.04 0.09 0.03 0.23 0.75 0.98

Control Class 1.71 3.42 0.10 0.06 0.26 0.82 1.02

Table 3. Comparison of post-test result of fine motor skills of children of the intervention class and control class in kindergarten A

Pinch Touch Draw Cut Fold String General average score

Intervention Class 2.24 3.7 0.10 0.07 0.26 0.98 1.23

Control Class 1.79 3.62 0.09 0.06 0.27 1 1.14

4.1.2 Comparison of Various Fine Motor Skills of Children in Middle Class

From Table 1, it can be noticed that before the folk games teaching started, the general score of all other fine motor skills of children in the intervention class were lower than the control class except the “pinch”. And differences of “touch”, “cut” and “fold” were particularly obvious. In the middle period of the test, motors of “touch”, “cut” and “fold” were at 3.26, 0.05 and 0.24. These data indicate that the level of fine motor development has improved compared to the pre-test, despite it was still lower than the control class (scores of “touch”, “cut” and “fold” were 3.29, 0.06, 0.25 in the control class). It is found in post-test result that the intervention class’s average scores of all fine motors were higher than the control class except folding and stringing, which did not have obvious difference from the control class.

After three-month folk games teaching, the fine motor skills of children in the intervention class in Kindergarten A has gained overall improvement and its fine motor skills in “pinching”, “touching”, “drawing” and “cutting” exceeded children in the control class.

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5. Reflecti

5.1 Experi

In this reseteaching aexperiencepractice.

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further eager tdren to cut preting the paper dragon head thot only need tothe shadow plaent” at the mea

they researchccessful realizons and to meepreparation, hand pre-operate in the activity d thread. In cd” as the way

g folk art. Chil

estions

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own practice

d teaching conucational contecertain degree”veloping childrraits of age den’s original ex(picture 2) an

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