Browsing by Author "Rouhiainen, Mia"

Tiivistelmä - Referat - Abstract Basic motor skills are the basis of mobility and are learnt in early childhood. Therefore it is very important to pay attention how these skills are developing. Good basic motor skills inspire children to exercise, which, in turn, keeps their mood alert. The aim of this study was to find out what kind of basic motor skills children in preschool have. The aim was also to find out how to support childrens motor skills and in what ways are children with weak motor skills supported and icluded in teaching. The first research question is that what kind of basic motor skills do children in preschool have. The second one is that how to support childrens basic motor skills development and thirdly how are children with weaker motor skills taken into account in teaching. Motor skills were tested with APM tests. The test was executed in January 2018 in a kindergarten in Helsinki for a preschool group. Nine children participated in the test. The teacher of the group was also interviewed. IBM SPSS Statistics 22 sowftware was used to analyze the results. Based on the material of the test, the basic motor skills of the children and the differences between the motor skills of girls and boys were examined. The interview material was analyzed by content analysis. Based on the results of the study, there were no significant diffrences between girls and boys observed This may be due to the fact that the sample size was so small that no statistically significant differences arose. A small sample size is also the reason why the results can not be generalized. There is no precise requirement for the basic motor skills of pre-school children, but compared to previous research results, for example, galloping was better than average, while balancing skills were slightly weaker in the research group. The second and third research questions were answered based on previous reasearches and the interview with the kindegarten teacher. Based on these childrens needs should be noted individually while planning physical education. concreteness and taking childrens intrests into account came to the fore.