Journal articles: 'Fine motor skills'

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Batiyrovna, Mamatova Madina. "Preschool Age Children’s Fine Motor Skills Development." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 516–19. http://dx.doi.org/10.37547/tajssei/volume03issue04-83.

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Evans, Jean. "Developing fine motor skills." Practical Pre-School 1999, no. 13 (January 1999): 29. http://dx.doi.org/10.12968/prps.1999.1.13.41248.

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Stevens, Judith. "Promoting fine motor skills." Practical Pre-School 2001, no. 30 (November 2001): 3–5. http://dx.doi.org/10.12968/prps.2001.1.30.40801.

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Brychta, Petr, Marek Sadílek, and Josef Brychta. "The Influence of Motor Skills on Measurement Accuracy." Technological Engineering 13, no. 1 (October 1, 2016): 19–21. http://dx.doi.org/10.2478/teen-2016-0006.

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Abstract This innovative study trying to do interdisciplinary interface at first view different ways fields: kinantropology and mechanical engineering. A motor skill is described as an action which involves the movement of muscles in a body. Gross motor skills permit functions as a running, jumping, walking, punching, lifting and throwing a ball, maintaining a body balance, coordinating etc. Fine motor skills captures smaller neuromuscular actions, such as holding an object between the thumb and a finger. In mechanical inspection, the accuracy of measurement is most important aspect. The accuracy of measurement to some extent is also dependent upon the sense of sight or sense of touch associated with fine motor skills. It is therefore clear that the level of motor skills will affect the precision and accuracy of measurement in metrology. Aim of this study is literature review to find out fine motor skills level of individuals and determine the potential effect of different fine motor skill performance on precision and accuracy of mechanical engineering measuring.

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Begum, Safia, Dr Muhammad Naeem Ullah, and Dr Ghazala Shaeen. "Effect of Fine Motor Skill activities on Handwriting of Low Achiever Students and High Achiever Students at Elementary Level in Khyber Pakhtunkhwa, Pakistan." International Research Journal of Education and Innovation 3, no. 2 (June 12, 2022): 48–57. http://dx.doi.org/10.53575/irjei.v3.02(22)5.48-57.

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This study was carried out to find the Effect of fine motor skill activities on handwriting of low achiever students and high achiever students at elementary level in Khyber Pakhtunkhwa, Pakistan. In developing writing, the students are required to learn fine motor skills while working firsts in groups and then independently. With accurate fine motor skills, the students can increase their writing. That is why the researcher conducted this experimental study to get the hypotheses tested. For this purpose two teaching-learning techniques. Lecture demonstration method and teaching motor skill activities were used. Both the groups were treated to observe the desirable impact of fine motor skills on writing of Kindergarten class students. The sample for such study was taken from Girls Primary School Pabbi Nowshera. The subjects were divided into Control and Experimental groups on the basis of pre-test. Both the groups were given treatment to investigate: (i) Effects of fine motor skills on writing of low achievers students, (ii) Effect of fine motor skills on writing of high achievers students, (iii) to compare the effect of fine motor skills on writing of both low achievers and high achievers students. At the end of the treatment/interventions activity, a Post– Test was conducted to the sample. The numerical data thus collected was analyzed and interpreted by implying statistical tools.

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Stevens, Judith. "The value of fine motor skills." Practical Pre-School 2001, no. 30 (November 2001): 1–2. http://dx.doi.org/10.12968/prps.2001.1.30.40800.

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Ohara, Reiko, Yuji Kanejima, Masahiro Kitamura, and Kazuhiro P. Izawa. "Association between Social Skills and Motor Skills in Individuals with Autism Spectrum Disorder: A Systematic Review." European Journal of Investigation in Health, Psychology and Education 10, no. 1 (December 12, 2019): 276–96. http://dx.doi.org/10.3390/ejihpe10010022.

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Social communication and motor skill deficits are prevalent characteristics of individuals with autism spectrum disorder (ASD). This systematic research review investigates whether and how broad social skills and motor skills may be related among individuals with ASD. We performed a PubMed search of articles written in English, using these study inclusion criteria: (a) an association between social and motor and skills among individuals previously diagnosed with autism; (b) one or more social skills measures were used; and (c) one or more measures of gross or fine motor skills were used. We classified data into two categories, and we based the association of these variables on correlation coefficients, p-values, coefficients of determination, and authors’ description of “may be associated” and “may not be associated.” Despite heterogeneity among these relevant studies, a highly likely association between social and motor skills emerged. Of a total of 16 studies reviewed, 12 reported associations between these skill sets. Three studies reported that fine motor skills had a stronger relationship with social skills than did gross motor skills. Among the gross motor skills associated with social skills, object control skills seemed most closely linked to social skills. Among fine motor skills, manual dexterity seemed to most closely related to social skills.

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Lersilp, Suchitporn, Supawadee Putthinoi, and Kewalin Panyo. "Fine Motor Activities Program to Promote Fine Motor Skills in a Case Study of Down’s Syndrome." Global Journal of Health Science 8, no. 12 (April 29, 2016): 60. http://dx.doi.org/10.5539/gjhs.v8n12p60.

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Children with Down’s syndrome have developmental delays, particularly regarding cognitive and motor development. Fine motor skill problems are related to motor development. They have impact on occupational performances in school-age children with Down’s syndrome because they relate to participation in school activities, such as grasping, writing, and carrying out self-care duties. This study aimed to develop a fine motor activities program and to examine the efficiency of the program that promoted fine motor skills in a case study of Down’s syndrome. The case study subject was an 8 -year-old male called Kai, who had Down’s syndrome. He was a first grader in a regular school that provided classrooms for students with special needs. This study used the fine motor activities program with assessment tools, which included 3 subtests of the Bruininks-Oseretsky Test of Motor Proficiency, second edition (BOT-2) that applied to Upper-limb coordination, Fine motor precision and Manual dexterity; as well as the In-hand Manipulation Checklist, and Jamar Hand Dynamometer Grip Test. The fine motor activities program was implemented separately and consisted of 3 sessions of 45 activities per week for 5 weeks, with each session taking 45 minutes. The results showed obvious improvement of fine motor skills, including bilateral hand coordination, hand prehension, manual dexterity, in-hand manipulation, and hand muscle strength. This positive result was an example of a fine motor intervention program designed and developed for therapists and related service providers in choosing activities that enhance fine motor skills in children with Down’s syndrome.

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Durrant, Georgina. "Supporting SEND…Motor skills." Nursery World 2022, no. 2 (February 2, 2022): 31. http://dx.doi.org/10.12968/nuwa.2022.2.31.

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Bowers, David J., Gerald N. Glickman, Eric S. Solomon, and Jianing He. "Magnification's Effect on Endodontic Fine Motor Skills." Journal of Endodontics 36, no. 7 (July 2010): 1135–38. http://dx.doi.org/10.1016/j.joen.2010.03.003.

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Sadiya, Lida Khalimatus, Tria Wahyuningrum, Lutfi Wahyuni, and Yunika Nurtyas. "The effect of baby solus per Aqua (Baby spa) to sensory skill, fine motor skill and gross motor skill in children aged 6-24 months di Wawa Holistic Care Mojokerto." Jurnal Ners dan Kebidanan Indonesia 8, no. 2 (August 3, 2020): 134. http://dx.doi.org/10.21927/jnki.2020.8(2).134-140.

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Background: Supporting of baby growth must be done in a comprehensive and quality manner that can be done through stimulation activities. Stimulation that is easily given actively to infants can be through tactile stimulation in the form of massages. Massage therapy can be combined with water therapy, which is a baby spa. Baby spas can be used to support the success of sensory skills, fine motor skills and gross motor skills.Objective: The study was to determine the effectiveness of Baby Spa on sensory skills, fine motor skills and gross motor skills in children aged 6-24 months.Method: The design used in this study was a pre-experimental design with a two-group pre-post-test approach. The variables in this study are the baby spa, sensory skills, fine motor skills and gross motor skills. Respondents were children aged 6 to 24 months totaling 29 children for the treatment group and 29 children for the control group. The treatment group will be treated eight times (2 times baby spa and six times massage). Previously conducted a pre-test, then after eight treatments carried out a post-test with an observation of sensory skills, fine motor skills and gross motor skills — data analysis using the Mann-Whitney test.Results: The results of data analysis on the sensory skill obtained p-value = 0.962 indicates that the baby spa is less effective against increasing sensory skills, while the fine motor skill p-value = 0,000 and gross motor skill obtained p-value = 0,000 means that the baby spa is effective against increasing fine motor skills and gross motor skills in children aged 6 to 24 months.Conclusion: That the Baby Spa is very effective against increasing fine motor skills and gross motor skills but the sensory skills are less effective. So you need sensory skill stimulation with baby spas and other methods.

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Romauli, Suryati. "THE MOZAIC EFFECT ON THE IMPROVEMENT OF FINE MOTOR SKILLS OF 3-4 YEARS OLD CHILDREN IN INTEGRATED HEALTH CARE CENTER, THE WORKING AREA OF PUBLIC HEALTH CENTER WAENA JAYAPURA CITY." INTERNATIONAL JOURNAL OF NURSING AND MIDWIFERY SCIENCE (IJNMS) 5, no. 2 (August 29, 2021): 139–48. http://dx.doi.org/10.29082/ijnms/2021/vol5/iss2/339.

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The Child development speed is unique; it varies due to the child’s nature and its stimulants. Lack of stimulants will affect late fine motoric development of children. Data from the Waena Health Center inform, 190 toddlers have impaired fine motor development. This research objective was to determine the effect of mosaic techniques on the enhancement of fine motor skills in children aged 3-4 years in Integrated Health Care Waena area, Jayapura City. A quantitative descriptive research was done with Two Group Pretest-Postest Group Design. The results before the mosaic technique showed in intervention group, had dubious fine motor skills (55.6%) and 16.6% deviant. Whereas in the control group had dubious fine motor skills (83.3%) and 5.6% deviant. After using mosaic technique the intervention group had fine motor skills (77.8%) and small part doubted (22.2%). The average score after improving fine motor skills in the intervention group was 8, while the control group was 7.1 with independent t-test statistical test at a significance value of 95% ( = 0.05) obtained p-value 0.042 or p <α (0.05), thus there is an effect of mosaic techniques on improving fine motor skills of children at the Integrated Health Care Waena area, Jayapura City. Keyword: Mozaik Technique, Fine motor skill, children age 3-4 tahun

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Purwandari, Ernisa, Atien Nur Chamidah, and Suparno Suparno. "Parents Contribution in Fine Motor Skills of Children with Intellectual Disability." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 5 (May 4, 2022): 4266–75. http://dx.doi.org/10.31004/obsesi.v6i5.2575.

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The fine motor skills of children with intellectual disabilities vary and are influenced by several factors including parents’ contributions. This study was set to determine the children's motor skills and the role of parents in the fine motor skills of children with intellectual disabilities. The subjects of this study were 47 children with intellectual disabilities aged 7-8 years and their parents. Fine motor skills are obtained through assessment using fine motor skills instruments of children with intellectual disabilities. Meanwhile, the data on the role of parents on children's fine motor skills were gathered through a questionnaire. The results showed that the fine motor skills of this group mostly developed as expected. The contribution of parents to the children's motor skills is shown by providing early stimulation and early intervention through involving children in various activities in daily life.

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MacDonald, Megan, Catherine Lord, and Dale A. Ulrich. "Motor Skills and Calibrated Autism Severity in Young Children With Autism Spectrum Disorder." Adapted Physical Activity Quarterly 31, no. 2 (April 2014): 95–105. http://dx.doi.org/10.1123/apaq.2013-0068.

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In addition to the core characteristics of autism spectrum disorder (ASD), motor skill deficits are present, persistent, and pervasive across age. Although motor skill deficits have been indicated in young children with autism, they have not been included in the primary discussion of early intervention content. One hundred fifty-nine young children with a confirmed diagnosis of ASD (n = 110), PDD-NOS (n = 26), and non-ASD (n = 23) between the ages of 14–33 months participated in this study.1 The univariate general linear model tested the relationship of fine and gross motor skills and social communicative skills (using calibrated autism severity scores). Fine motor and gross motor skills significantly predicted calibrated autism severity (p < .05). Children with weaker motor skills have greater social communicative skill deficits. Future directions and the role of motor skills in early intervention are discussed.

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Wajngarten, Danielle, Júlia Margato Pazos, Vinícius Perassoli Menegazzo, Juliana Pimentel Duarte Novo, and Patrícia Petromilli Nordi Sasso Garcia. "Magnification effect on fine motor skills of dental students." PLOS ONE 16, no. 11 (November 8, 2021): e0259768. http://dx.doi.org/10.1371/journal.pone.0259768.

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Objectives This study observed the effect of different magnification systems on dental students’ real and perceived fine motor skills. Methods This was a laboratory-based experimental study. Students in the fifth year of an undergraduate dentistry program (N = 92) participated in this study. The dependent variables were real motor skills, perceived motor skills and time required to complete the fine motor skills test. The independent variable was the use of a magnification system under four conditions. For each condition, the Dental Manual Dexterity Assessment was performed, which consisted of inserting the #3195FF bur into targets positioned on a Styrofoam plate. The accuracy of each penetration of the targets was scored, using a point system with a maximum possible score of 246 points. Students’ perceived fine motor skills were assessed using a visual analog scale (VAS) that ranged from zero for no skills to ten for maximum skills. A descriptive statistical analysis and the repeated measures ANOVA were performed (α = 0.05). Results The Galilean and Keplerian loupes were found to positively affect students’ real fine motor skills (p<0.01); however, perceived fine motor skills and time were significantly better (p<0.01) under the naked eye. Conclusions Dental students’ real fine motor skills were better when Galilean and Keplerian loupes were used, but the perceived fine motor skills were not.

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KAYNAK, Dilara Almıla, and Munise DURAN. "INVESTIGATION OF ACTIVITIES IMPLEMENTED BY PRE-SCHOOL TEACHERS TO DEVELOP MOTOR SKILLS IN CHILDREN." Zeitschrift für die Welt der Türken / Journal of World of Turks 14, no. 1 (April 15, 2022): 69–89. http://dx.doi.org/10.46291/zfwt/140107.

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In this study, it is aimed to examine the activities applied by preschool teachers in order to develop fine and gross motor skills within the scope of motor skills in terms of various variables. The study group of the research consists of 30 preschool teachers working in independent kindergartens affiliated to the Ministry of National Education in Yeşilyurt district of Malatya province. Research data were collected by interview technique, which is frequently used in qualitative research. During the interview, the answers given by the teachers were collected by voice recording and then transferred to the computer environment and a qualitative data list was created. Descriptive content analysis method was used in the analysis of the data. The types of activities, frequency and frequency and percentage distributions of the codes obtained in the definition of the problems encountered by preschool teachers in order to develop fine and gross motor skills are given in tables by calculating. As a result of the research, it was found that while there were no significant differences in the diversity of fine and gross motor skill activities originating from socioeconomic regions, teachers working in low socioeconomic regions had problems in developing fine motor skills due to environment, opportunity and readiness, and family differences. It was determined that the teachers working in all three regions had similar problems in the development of gross motor skills. The frequency of activities applied is shaped according to the regions and the interests and needs of the children. Keywords: Preschool education, preschool teachers, early childhood, motor skills, gross motor skills, fine motor skills.

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Sommers, Ronald K. "Prediction of Fine Motor Skills of Children Having Language and Speech Disorders." Perceptual and Motor Skills 67, no. 1 (August 1988): 63–72. http://dx.doi.org/10.2466/pms.1988.67.1.63.

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Relationships between the fine motor skills and linguistic abilities of 37 developmentally delayed children, ages 5 to 9 yr., were studied using a battery of expressive and receptive language tests, a measure of fine motor performance, a dichotic listening test, and individual intelligence tests. While IQs and MAs were not related to fine motor skills, both expressive and receptive language test scores showed moderate to moderately high correlations, the highest single relationship being the Test for the Auditory Comprehension of Language. In concert with CAs, a dichotic right-ear test score, the Auditory Comprehension Test, predicted fine motor-skill indices substantially; R = .80. Strong relationships appear between linguistic and fine motor skills in an age group not previously investigated and at higher levels than reported in studies of infants and very young children. Dichotic results were abnormal in a majority of the children.

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Sorgente, Vincenzo, Erez James Cohen, Riccardo Bravi, and Diego Minciacchi. "Crosstalk between Gross and Fine Motor Domains during Late Childhood: The Influence of Gross Motor Training on Fine Motor Performances in Primary School Children." International Journal of Environmental Research and Public Health 18, no. 21 (October 29, 2021): 11387. http://dx.doi.org/10.3390/ijerph182111387.

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Gross and fine motor competence have a close relationship during development and are shown to correlate to some extent. However, the study of the interaction between these domains still requires further insights. In this study, we investigated the developmental changes in overall motor skills as well as the effects of gross motor training programs on fine motor skills in children (aged 6–11, n = 240). Fine motor skills were assessed before and after gross motor intervention using the Box and Block Test. The gross motor intervention was based on the Test of Gross Motor Development—3rd Edition. Results showed that gross and fine motor skills correlate across all years of primary school, both significantly improving with age. Finally, the gross motor intervention appeared to not influence fine motor skills. Our findings show that during primary school age, overall motor development is continuous, but non-linear. From age nine onward, there seems to be a major step-up in overall motor competence, of which teachers/educators should be aware of in order to design motor educational programs accordingly. While gross and fine motor domains might be functionally integrated to enhance children’s motor performances, further research is needed to clarify the effect of gross motor practice on fine motor performances.

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Katanic, Borko, Aleksandra Aleksić Veljković, and Nikola Prvulovic. "Relationship between Fine Motor Skills and BMI of Preschool Children." Journal of Anthropology of Sport and Physical Education 6, no. 3 (July 15, 2022): 23–26. http://dx.doi.org/10.26773/jaspe.220704.

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The study aimed to determine the relationship between fine motor skills and BMI categories of preschool children 5-6 (6.14±.43) years of age (body height 118.86±5.96 cm, body mass 22.88±4.68 kg). 129 subjects, preschool children (59 boys and 70 girls) participated in this transversal study. Body mass index (BMI) was calculated based on measures of body height and body mass, and WHO cutoff points were used to create BMI categories while fine motor skills were determined using two Bruininks-Oseretsky (BOT-2) subtests for children's motor efficiency. Pearson's correlation coefficient was used to determine the relationship between the variables. The results showed a significant negative correlation between BMI and fine motor integration (r=-.235, p<.001), manual dexterity (r=-.290, p<.001), and the overall result of fine motor skills (r=-.342, p<.001). These results indicate that in addition to the significant connection between gross motor skills and basic motor skills, proven by numerous previous studies, higher BMI also has a negative effect on the fine motor skills of children, even in preschool age. Overweight children have lower scores on fine motor skills tests compared to normal weight children, which can have consequences for motor development in later life.

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Huda, Huda, Ratna Faeruz, and Miratul Hayati. "PERMAINAN KOLASE UNTUK MENINGKATKAN MOTORIK HALUS PADA KELOMPOK A TK MUSLIMAT NU BANJARMASIN." Journal of Early Childhood Education (JECE) 1, no. 2 (December 30, 2019): 1–8. http://dx.doi.org/10.15408/jece.v1i2.13278.

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The purpose of this study was to improve children’s fine motor skills through collage play in groip A at Muslimat NU Banjarmasin Kindegarten. This research is collaborative classroom action research using Kemmis and Mc Taggart model. The subjects of the study are 10 children in group A at Muslimat NU Kindergarten. The object of this study is the children’s fine motor skill. Guided observation is used for this instrument. The data analysis technique is carried out qualitatively and quantitatively. This research was conducted in two cycles. The result shows a gradual increase in children’s fine motor skills. Improvement of children’s fine motor skill through collage play in the implementation of pre-liminary research 40,45% and in the first cycle increased to 50,59%. In 2nd cycle, the child’s fine motor ability increased with percentage 80,68%.

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Zhao, Huan, Ashwaq Zaini Amat, Miroslava Migovich, Amy Swanson, Amy S. Weitlauf, Zachary Warren, and Nilanjan Sarkar. "C-Hg." ACM Transactions on Accessible Computing 14, no. 2 (July 2021): 1–28. http://dx.doi.org/10.1145/3459608.

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Computer-assisted systems can provide efficient and engaging ASD intervention environments for children with Autism Spectrum Disorder (ASD). However, most existing computer-assisted systems target only one skill deficit (e.g., social conversation skills) and ignore the importance of other areas, such as motor skills, that could also impact social interaction. This focus on a single domain may hinder the generalizability of learned skills to real-world scenarios, because the targeted teaching strategies do not reflect that real-world tasks often involve more than one skill domain. The work presented in this article seeks to bridge this gap by developing a Collaborative Haptic-gripper virtual skill training system (C-Hg). This system includes individual and collaborative games that provide opportunities for simultaneously practicing both fine motor skills (hand movement and grip control skills) as well as social skills (communication and collaboration) and investigating how they relate to each other. We conducted a usability study with 10 children with ASD and 10 Typically Developing (TD) children (8–12 years), who used C-Hg to play a series of individual and collaborative games requiring differing levels of motor and communication skill. Results revealed that participant performance significantly improved in both individual and collaborative fine motor skill training tasks, including significant improvements in collaborative manipulations between partners. Participants with ASD were found to conduct more collaborative manipulations and initiate more conversations with their partners in the post collaborative tasks, suggesting more active collaboration and communication of participants with ASD in the collaborative tasks. Results support the potential of our C-Hg system for simultaneously improving fine motor and social skills, with implications for impacts of improved fine motor skills on social outcomes.

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Sumirah, Sumirah. "Upaya Meningkatkan Kemampuan Motorik Halus Anak Melalui Media Plastisin 3 Dimensi pada Kelompok B TK Dharma Wanita 1 Mojotengah Kecamatan Kedu Kabupaten Temanggung Semester I Tahun Pelajaran 2017/2018." Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 14, no. 2 (December 25, 2020): 197–208. http://dx.doi.org/10.26877/mpp.v14i2.7701.

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Fine motor skills are abilities that involve certain parts of the body and use a group of small muscles such as using the fingers and wrist movements which often require precise eye and hand coordination such as writing, drawing, holding things with the thumb and forefinger , and others. The problem that occurs so that this classroom action research is held is the low fine motor skills of the Group B children TK Dharma Wanita 1 Mojotengah. The objectives of this study are: 1) To find out that through 3-dimensional plasticine media can improve the fine motor skills of Group B children TK Dharma Wanita 1 Mojotengah Kedu Temanggung Semester I Academic Year 2017/2018, 2) To determine the magnitude of the increase in fine motor skills of children through 3-dimensional plasticine media in Group B children TK Dharma Wanita 1 Mojotengah Kedu Temanggung Semester I Academic Year 2017/2018. The subjects of this study were 13 students of Group B TK Dharma Wanita 1 Mojotengah. The research was conducted in November 2017. The data collection methods used were observation, documentation and interviews. Based on the results of research and discussion, it can be concluded that through learning activities using 3-dimensional plasticine media, the fine motor skills of Group B children TK Dharma Wanita 1 Mojotengah can be improved. This can be proven by an increase in the child's fine motor skills from before the action or pre-cycle only 15.4%, Cycle I reached 46.1% and Cycle II reached 84.6%. Therefore, efforts to improve the fine motor skills of the children in Group B TK Dharma Wanita 1 Mojotengah can be said to be successful because they have met the predetermined maximum percentage, namely 80%, marked by skill and neatness in making shapes, the ability of children to add other forms to existing forms, composition. or a proportional and attractive shape.

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Suggate, Sebastian, Heidrun Stoeger, and Ursula Fischer. "Finger-Based Numerical Skills Link Fine Motor Skills to Numerical Development in Preschoolers." Perceptual and Motor Skills 124, no. 6 (September 11, 2017): 1085–106. http://dx.doi.org/10.1177/0031512517727405.

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Previous studies investigating the association between fine-motor skills (FMS) and mathematical skills have lacked specificity. In this study, we test whether an FMS link to numerical skills is due to the involvement of finger representations in early mathematics. We gave 81 pre-schoolers (mean age of 4 years, 9 months) a set of FMS measures and numerical tasks with and without a specific finger focus. Additionally, we used receptive vocabulary and chronological age as control measures. FMS linked more closely to finger-based than to nonfinger-based numerical skills even after accounting for the control variables. Moreover, the relationship between FMS and numerical skill was entirely mediated by finger-based numerical skills. We concluded that FMS are closely related to early numerical skill development through finger-based numerical counting that aids the acquisition of mathematical mental representations.

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Memisevic, Haris, and Amra Macak. "Fine motor skills in children with Down syndrome." Specijalna edukacija i rehabilitacija 13, no. 4 (2014): 365–77. http://dx.doi.org/10.5937/specedreh13-7465.

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Acuña, Inmaculada, Tomás Cerdó, Alicia Ruiz, Francisco J. Torres-Espínola, Ana López-Moreno, Margarita Aguilera, Antonio Suárez, and Cristina Campoy. "Infant Gut Microbiota Associated with Fine Motor Skills." Nutrients 13, no. 5 (May 14, 2021): 1673. http://dx.doi.org/10.3390/nu13051673.

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BACKGROUND: During early life, dynamic gut colonization and brain development co-occur with potential cross-talk mechanisms affecting behaviour. METHODS: We used 16S rRNA gene sequencing to examine the associations between gut microbiota and neurodevelopmental outcomes assessed by the Bayley Scales of Infant Development III in 71 full-term healthy infants at 18 months of age. We hypothesized that children would differ in gut microbial diversity, enterotypes obtained by Dirichlet multinomial mixture analysis and specific taxa based on their behavioural characteristics. RESULTS: In children dichotomized by behavioural trait performance in above- and below-median groups, weighted Unifrac b-diversity exhibited significant differences in fine motor (FM) activity. Dirichlet multinomial mixture modelling identified two enterotypes strongly associated with FM outcomes. When controlling for maternal pre-gestational BMI and breastfeeding for up to 3 months, the examination of signature taxa in FM groups showed that Turicibacter and Parabacteroides were highly abundant in the below-median FM group, while Collinsella, Coprococcus, Enterococcus, Fusobacterium, Holdemanella, Propionibacterium, Roseburia, Veillonella, an unassigned genus within Veillonellaceae and, interestingly, probiotic Bifidobacterium and Lactobacillus were more abundant in the above-median FM group. CONCLUSIONS: Our results suggest an association between enterotypes and specific genera with FM activity and may represent an opportunity for probiotic interventions relevant to treatment for motor disorders.

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Bos, Arend F., Koenraad N. J. A. Van Braeckel, Marrit M. Hitzert, Jozien C. Tanis, and Elise Roze. "Development of fine motor skills in preterm infants." Developmental Medicine & Child Neurology 55 (November 2013): 1–4. http://dx.doi.org/10.1111/dmcn.12297.

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Luck, Olaf, Bernd Reitemeier, and Klaus Scheuch. "Testing of fine motor skills in dental students." European Journal of Dental Education 4, no. 1 (February 2000): 10–14. http://dx.doi.org/10.1034/j.1600-0579.2000.040103.x.

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Lucarelli, Jennifer, and Emily Jean Davidson. "Fine Motor Skills for Children with Down Syndrome." Journal of Developmental & Behavioral Pediatrics 38, no. 3 (April 2017): 196. http://dx.doi.org/10.1097/dbp.0000000000000389.

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Ayaz, Muhammed, Bülent Kara, Nusret Soylu, and Ayşe Burcu Ayaz. "Fine motor skills in children with rolandic epilepsy." Epilepsy & Behavior 29, no. 2 (November 2013): 322–25. http://dx.doi.org/10.1016/j.yebeh.2013.07.033.

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El-Kishawi, Mohamed, Khaled Khalaf, and Tracey Winning. "How to Improve Fine Motor Skill Learning in Dentistry." International Journal of Dentistry 2021 (February 8, 2021): 1–8. http://dx.doi.org/10.1155/2021/6674213.

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Introduction. Restorative dental treatment is a complex task involving various procedures which require the development and integration of both theoretical knowledge and fine motor skills. It aims to provide the theoretical background and role of key factors in learning these skills. Materials and Methods. The following electronic databases were searched to identify relevant articles to our topic: PubMed, Medline, Google Scholar, and Scopus. Generic keywords, that is, factors, fine, performance, and dentistry, and MeSH terms, that is, “learning,” “instruction,” “patient simulation,” “motor skills,” “perception,” “tactile,” “neurophysiology,” and “working memory” were used to conduct our comprehensive search. Results and Conclusions. Several techniques are used in performing different restorative procedures in dentistry, that is, root canal preparation, root planning, and minor oral surgery procedures. Mastering these techniques requires a good understanding of the underpinning cognitive, sensory, and neuromuscular processes. Factors including the amount and timing of instructions provided, cognitive abilities, and practice schedule of learning trials may have significant implications on the design of fine motor skill learning exercises.

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Tangnuntachai, Nichruethai, Apiwan Smutkeeree, Varangkanar Jirarattanasopha, and Pattarawadee Leelataweewud. "Visual pedagogy‐guided toothbrushing training to enhance fine motor skills in individuals with intellectual disabilities and impaired fine motor skills." Special Care in Dentistry 41, no. 5 (April 6, 2021): 579–87. http://dx.doi.org/10.1111/scd.12595.

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Utami, Rahayu Dwi, Sima Mulyadi, and Rosarina Giyartini Giyartini. "PENINGKATAN KETERAMPILAN MOTORIK HALUS MELALUI TEKNIK MOZAIK PADA ANAK DOWN SYNDROME DI KAMPUNG BABAKAN SAWAH." PIWURUK: Jurnal Sekolah Dasar 1, no. 2 (June 13, 2022): 35–42. http://dx.doi.org/10.36423/pjsd.v1i2.869.

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Improvement of fine motor skills through mosaic technique in one of the Down Syndrome children in Babakan Sawah village. This research is based on the observations and experiences of researchers that fine motor skills in one of the Down Syndrome children are still low. The limitations of the media at home, as well ase the lack of stimulus provided by parents in improving fine motor skill is less than optimal. This research is uses single case experimental method with a one child, who is seven years old, famale, as a participant involved in this research. The teachnique of collecting data is observation sheets, and documentation, while for data analysis technique using descriptive statistics. The conclusion of this research is using mosaiq technique for improvement of fine motor skills in the Down Syndrome children in Babakan Sawah village. The ability of the child’s fine motor skills before being given the intervention has not yet developed (BB), in intervention 1 begins to develop (MB), and after being given th intervention it develope as expected (BSH). From this description, it can be concluded that the application of the mosaic technique can improve fine motor skills of Down syndrome in Babakan Sawah village. Based on the conclusions, tp parents who have the Down Syndrome children, it is suggested that parents who have children with special need should be able to provide stimulus to children in improving soft motor skills

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Ni'mah, Afifah Fatihakun, and Erni Munastiwi. "Upaya Mengembangkan Kemampuan Motorik Halus Anak melalui Pemanfaatan Bahan Bekas dalam Pembelajaran di Kelompok B RA Ar-Rafif Kalasan, Sleman, Yogyakarta." Al-Hikmah : Indonesian Journal of Early Childhood Islamic Education 3, no. 1 (August 6, 2019): 1–15. http://dx.doi.org/10.35896/ijecie.v3i1.52.

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The purpose of this research to find the efforts of development children’s motor fine skills in group B RA Ar-Rafif, Kalasan, Sleman, Yogyakarta through utilization of used materials. The type of this research is collaborative classroom action research which is uses research model by Kurt Levin. The Method of collect data are observation, interviews, and documentation. The current data analysis are descriptive, qualitative, and quantitative. The Indicator of success minimum is very high category and children’s motor fine skills minimum 85% which develop as expected category (develop as expected and develop very well) from 12 children. This research was conducted in two cycles, each cycle consist of three meetings. The Research process are planning, implementation, observation, and reflection. The results showed that: First, development children’s motor fine skills before given action 16,67% which develop as expected category (develop as expected and develop very well), the ability motor fine skills of childhood less optimal. Second, implementation utilization of used materials in learning in group B RA Ar-Rafif Kalasan can increase children’s motor fine skills. Third, development children motor fine skills after given action an increase cycle 1 of 50% (develop as expected and develop very well) and increase cycle 2 of 91,66% (develop as expected and develop very well).

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Equipaje, David Karlo I., and Deborah Natalia E. Singson. "Effects of Fine Motor Development in the Subsequent Expressive and Receptive Language Skills of Children with Special Needs." Philippine Social Science Journal 3, no. 2 (November 15, 2020): 143–44. http://dx.doi.org/10.52006/main.v3i2.247.

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Studies related to developmental psychology have long recognized the importance of motor development but have recently begun to systematically map out its subsequent developmental pathways. In many international studies, finding evidence on the effects of fine motor skills development on children's language skills with special needs (CSNs) has significantly grown much interest. Fine motor skills and language skills play a vital role in a child's early development. Hence, the study describes the level of performance in the fine motor domain, expressive language domain, and receptive language domain of preschool-aged CSNs of a private intervention center in Bacolod City during the school year 2019-2020. Likewise, it explores the existing relationship of the fine motor skills and language skills between the CSN's age and sex before and after participating in a fine motor development program. Also, it determines the subsequent consequences of the fine motor development program on the expressive language skills and receptive language skills of the CSNs.

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Hockenberry, M. J., K. Krull, I. M. Moore, A. Pasvogel, M. Gregurich, and K. Kaemingk. "Longitudinal evaluation of fine motor deficits in children with leukemia." Journal of Clinical Oncology 24, no. 18_suppl (June 20, 2006): 8559. http://dx.doi.org/10.1200/jco.2006.24.18_suppl.8559.

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8559 Background: Fine motor assessments are important tools to use in screening children undergoing treatment for acute lymphoblastic leukemia (ALL) that may provide decisive data that can reveal subtle changes in neurodevelopment over time. Methods: Fine motor and visual-motor skills were assessed longitudinally in a group of 83 children receiving treatment for ALL. Children in this study had the first fine motor assessment at an average of 8 weeks into treatment and had already received several doses of Vincristine. Fine motor and visual-motor skills assessments were repeated at years 1 and 2 into therapy. The mean age at time of first assessment was 7.2 years and 58% were female. Results: Fine motor speed deficits were evident at the first assessment, and for many, continued to be problematic at Years 1 and 2. In addition to fine motor speed deficits, a significant decline in visual motor integration skills was noted from the baseline level (p = 0.019). Visual motor integration skills observed at Years 1 and 2 were predicted by the baseline performance on the Purdue Pegboard test. Our results indicate that the factors underlying these declines in higher-level skills begin within six months of the onset of chemotherapy. Conclusions: Early reductions in fine motor speed, possibly due to Vincristine, steroids and/or acute Methotrexate toxicity, may lead to reduced visual motor integration and construction abilities. The reduced fine motor skills, which predict eventual declines in visual motor integration, may be part of the underlying process for reduced perceptual abilities and nonverbal intellect often reported in long-term follow-up studies. For children with ALL, motor and sensory-perceptual examinations during treatment may identify those most at risk for significant long-term effects interfering with integration of visual spatial construction. These basic processing skills are necessary elements to the development of higher-level cognitive abilities, including nonverbal intelligence and academic achievement, particularly in arithmetic and written language. Early identification of reduced processing skills can provide an opportunity to identify at risk patients and intervene prior to reduction in these higher-level skills. Supported by NIH/NICHD RO-1 Funding: Grant number HD 37816 No significant financial relationships to disclose.

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Isnaini, Rizki, and Sri Katoningsih. "Problematics of Improving Fine Motor Abilities of Children Age 5-6 Years." Early Childhood Research Journal (ECRJ) 4, no. 1 (June 27, 2022): 58–64. http://dx.doi.org/10.23917/ecrj.v4i1.11857.

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Fine motor skills are an aspect of development that is emphasized in early childhood education. AbilityFine motor skills are developed from an early age in order to have the skills to coordinate the eye and hand. The research objective is to examine the literature, articles and research documents that identify problems in improving fine motor skills of early childhood. Methods: references in the form of primary articles of approximately 20 articles 15 national journals with a period of 5 years and international journals with a period of 7 years with accredited quality and reputation. This research uses qualitative research with literature review method. The samples of this research are: 1) Related to fine motoric development of early childhood, 2) Respondents are early childhood, 3) The independent variable is problematics and the dependent variable is fine motor skills, 4) The treatment given is a problem which can improve fine motor skills. Results and discussion: The Literature Review states that media can affect fine motor skills, including pencil shavings collage,constructive play with paper, unit beam, playdough, kirigami. method can have an effect on improving fine motor skills, that isu aquatic / water learning, cutting activities, collage activities, cutting and pasting activities, demonstration methods, printing activities using banana leaves, coloring pictures, practical life in montessori education, interactive writing. There are several factors that can affect the improvement of fine motor skills, namely counseling through play activities, learning plans, learning preparation, learning environment, being overweight, and motivation.. Conclusion: learning media, learning methods are problems that do not dominate, but there are other factors that are problematic in improving fine motor skills, including counseling through play activities, lesson plans, learning preparation, learning environment, overweight, and motivation.

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Knatauskaitė, Justė, Kazimieras Pukėnas, Laima Trinkūnienė, and Henning Budde. "Effects of Different Types of Exercise Training on Fine Motor Skills and Testosterone Concentration in Adolescents: A Cluster Randomized Controlled Trial." International Journal of Environmental Research and Public Health 18, no. 16 (August 4, 2021): 8243. http://dx.doi.org/10.3390/ijerph18168243.

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We sought to compare the effect of two types of exercise training on fine motor skills and to establish their association with the salivary testosterone. Research participants, 135 adolescents (68 adolescent females; mean age = 12.76, SD = 0.85) were assigned into three groups: coordinative exercise (CE), cardiovascular exercise (CVE), and the control group (CON). Fine motor skills were assessed with a drawing trail test and salivary testosterone concentration was measured before and after 10 weeks of intervention. There were no significant changes in fine motor skills and testosterone concentration after either CE or CVE training. However, a significant positive correlation between post-test fine motor skills and post-test testosterone concentration was found after the CVE training. One type of exercise training cannot be singled out as more effective for fine motor skills and testosterone activity. Nevertheless, our results showed a relationship between fine motor skills and testosterone concentration after the CVE training. Thus, the type of exercise training is important in the exercise-induced testosterone effect on fine motor skills.

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Mehrem, Elsayed S., Lamyaa A. Fergany, Said A. Mohamed, Hany M. Fares, and Roshdy M. Kamel. "Efficacy of fine motor and balance exercises on fine motor skills in children with sensorineural hearing loss." Restorative Neurology and Neuroscience 40, no. 1 (April 8, 2022): 43–52. http://dx.doi.org/10.3233/rnn-211156.

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Background: Childhood hearing impairment is a major disability associated with delayed motor development. The affected Fine motor performance in children with sensorineural hearing loss (SNHL) could be due to dynamic balance deficits and visual-motor incoordination. Objective: This study was designed to investigate the effects of fine motor exercises with or without balancing exercises on fine motor skills in children with SNHL. Methods: One hundred and eighty (180) children their age ranged from 8 to 18 years old diagnosed with SNHL were selected. They were divided into three groups, 60 children (control group) practiced only their ordinary activities of daily living, 60 children (fine motor exercises group) practiced fine motor exercises, and 60 children (fine motor and balance exercise) group practiced fine motor and balance exercises. The outcomes were assessed by the Bruininks Oseretsky Test of the motor proficiency second edition scale (BOT-2). Results: Generally, there was a statistically significant difference between control group and fine motor exercises group where (p < 0.05), besides, there was a statistically significant difference between control group and fine motor and balance exercises group where (p < 0.05). But, there was no statistically significant difference between fine motor exercises group and fine motor and balance exercises group where (p > 0.05). Conclusions: The Fine Motor performance of children with SNHL has been improved by Fine motor with or without balancing exercises according to (BOT-2).

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Altenmüller, Eckart, and Christos I. Ioannou. "Maladaptive Plasticity Induces Degradation of Fine Motor Skills in Musicians." Zeitschrift für Psychologie 224, no. 2 (April 2016): 80–90. http://dx.doi.org/10.1027/2151-2604/a000242.

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Abstract. Performing music at a professional level is probably one of the most complex human accomplishments requiring extensive training periods. The superior skills of musicians are mirrored in plastic adaptations of the brain involving gray and white matter increase in sensory motor and auditory areas and enlargement of receptive fields. Motor disturbances in musicians are common and include mild forms, such as temporary motor fatigue, painful overuse injuries following prolonged practice, anxiety-related motor failures during performances, and more persistent losses of motor control, termed “dynamic stereotypes.” Musician’s dystonia is characterized by a permanent loss of motor control when playing a musical instrument linked to genetic susceptibility and to maladaptive plasticity. In this review article, we argue that these motor failures developing on a continuum from motor fatigue to musician’s dystonia require client tailored treatment and accordingly specific psychological and neurological interventions.

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Gempita, Valentine Aqwarinna, Bustomi Arifin, Ida Ayu Puspita Sari, Rosyidatun Nafisah, and Rellista Yulianti Putri. "Edu Fun Dancing dan Perkembangan Fisik Motorik Kasar AUD Sebagai Dukungan Literasi Kebudayaan." EDUCULTURAL: International Journal of Education, Culture and Humanities 1, no. 2 (February 28, 2019): 21–25. http://dx.doi.org/10.33121/educultur.v1i2.32.

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There are 6 developmental aspects that need to be developed in early childhood education. These aspects play an important role in developing growth and intelligence in children. One of them is physical motor which is an element of maturity and control of body movements. In this development there are two skills, namely gross motor skills and fine motor skills. Rough motorisation begins with playing which is a rough movement that matches the stages of its development. While fine motors in children includes the child's ability to show and master muscle movements. As early childhood educators, we try to develop children's motor skills through fun and not boring ways. In addition, the purpose of this study is to support traditional culture literacy from an early age.

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MARTÍNEZ, Paulina Yesica OCHOA. "Pedagogical Strategies for Gross and Fine Motor Skills Learning Through Physical Education: Intervention in Students with Hearing Impairment." Revista Brasileira de Educação Especial 26, no. 4 (October 2020): 567–70. http://dx.doi.org/10.1590/1980-54702020v26e0063.

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ABSTRACT: The objective of this study was to evaluate the effect of a program that used pedagogical strategies for gross and fine motor skills learning through Physical Education in students with hearing impairment. Fifteen students diagnosed with hearing impairment, with 7.7 ± .3 years old (men n = 9 and women n = 6), took part in a five-month program of 40 Physical Education sessions with pedagogical strategies for gross and fine motor skills learning, in which they communicated through the Mexican Sign Language. The Battelle Developmental Inventory was utilized before and after the program to measure tests of body coordination, locomotion, fine motor skills and perceptual ability, which determine gross and fine motor skills scores. Statistical analysis was performed using the student’s t-test for related samples, reporting significant differences in the gross motor skills score (p = .001) and fine motor skills score (p = .001) before and after the intervention. The percentage change was of 21.1 Δ% and 19.2 Δ% respectively. Participation for five months in a Physical Education program positively influences gross and fine motor skills coordination in students with hearing impairment.

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Wei, Xia. "Research on the Boost of Development on Young Children’s Fine Motor by Folk Games." International Education Studies 9, no. 9 (August 29, 2016): 111. http://dx.doi.org/10.5539/ies.v9n9p111.

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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.

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Raisbeck, Louisa D., and Jed A. Diekfuss. "Fine and gross motor skills: The effects on skill-focused dual-tasks." Human Movement Science 43 (October 2015): 146–54. http://dx.doi.org/10.1016/j.humov.2015.08.007.

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Syifa Safitiri, Saripah, and Dewi Ferawati. "PENERAPAN KEGIATAN MENGGUNTING DALAM MENINGKATKAN KEMAMPUAN MOTORIK HALUS KELOMPOK B." PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini 5, no. 1 (December 5, 2022): 53–61. http://dx.doi.org/10.37567/prymerly.v5i1.1457.

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Child fine motor development is very importaint in developing child skills. fine motor skills at the age of 5-6 years as initial capital in stimulating children's writing skills needed for learning at the next education level. One of the activities that are effective in developing children's fine motor skills is through cutting activities. This research was conducted using a qualitative approach with descriptive research type. The data sources used were teachers, children and school principals. Data collection techniques by interview, observation and documentation. The results showed that the development of fine motor skills of children through cutting activities aims to practice moving the wrists, fingers, and creativity and imagination of children. The teacher's way to improve fine motor skills through cutting activities starts from attracting children's attention, preparing attractive equipment, introducing pictures to children and letting children be creative and have their own imagination. The implications of coloring activities in developing children's fine motor skills include being proficient in using colored pencils, being able to coordinate their eyes and hands, and developing children's self-help skills.

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Stoeger, Heidrun, and Albert Ziegler. "Deficits in fine motor skills and their influence on persistence among gifted elementary school pupils." Gifted Education International 29, no. 1 (April 2, 2012): 28–42. http://dx.doi.org/10.1177/0261429412440649.

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This article addresses the causes of underachievement in scholastic education. Whereas many studies have been able to show that motivational deficits provide an explanation for underachievement, little research has yet explored the possible influences of deficits in fine motor skills. The aim of our empirical study was, therefore, to investigate the influence of fine motor skills and how they may affect underachievement. We hypothesized that deficits in fine motor skills could possibly be mediated by persistence. The participants in this investigation were 53 gifted fourth-grade pupils (15 underachievers, 38 achievers) attending primary schools in Germany. In fact, underachievers and achievers could be differentiated on the basis of their fine motor skills and persistence levels. The differences attributed to persistence decreased when fine motor skills were statistically controlled.

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Lin, Ling-Yi. "Differences between preschool children using tablets and non-tablets in visual perception and fine motor skills." Hong Kong Journal of Occupational Therapy 32, no. 2 (December 2019): 118–26. http://dx.doi.org/10.1177/1569186119888698.

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Background Numerous touch-screen applications designed to support visual perceptual skills and fine motor development for young children are available. Objectives This study aimed to investigate whether or not there were differences between children using tablets and non-tablets in visual perception and fine motor skills and to examine the association between visual perception and fine motor skills in two groups. Methods This study had tablet and non-tablet groups, each with 36 typically developing preschool children. Results Children in the non-tablet group yielded significantly higher scores in the subtests of visual discrimination, visual memory, spatial relationships, form constancy, visual figure ground, fine motor precision, fine motor integration, and manual dexterity than those in the tablet group. The association between visual perception and fine motor skills demonstrated different patterns in the two groups. Conclusion There are differences in visual perception and fine motor skills between children using tablets and non-using tablets. Different patterns of association relationship support the need for occupational therapists to consider the underlying mechanism.

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Mulholland, Richard, and Alexander W. McNeill. "Heart Rate Responses of Profoundly Retarded, Multiply Handicapped Children during Closed-Skill Fine Motor and Open-Skill Gross Motor Activities." Adapted Physical Activity Quarterly 6, no. 1 (January 1989): 68–78. http://dx.doi.org/10.1123/apaq.6.1.68.

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This study compared the heart rate responses of two profoundly retarded, multiply handicapped children during the performance of closed-skill fine motor activities and open-skill gross motor activities. The fine motor skills were typical classroom activities, and the gross motor skills were a part of each child’s special physical education programming. Heart rates were recorded for 20-sec intervals from the onset of the performance of each skill until the task objective was obtained. Based upon the results of this study, we concluded that the closed-skill fine motor classroom activities induce physiological stress at levels never before suspected. It is suggested that the dramatic heart rate responses may result from a hyposensitive condition of the spindle afferents, the gamma efferents, and the kinesthetic joint receptors, or from a breakdown in the retrieval of the stored motor program resulting in inappropriate spatial and temporal summation. As a result of the heart rate responses, it is suggested that classroom learning programs may need to be redesigned to accommodate for fatigue in this type of child.

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Khramtsov, D., A. Stoyanov, N. Starikova, and V. Sazonov. "Neurobiology of fine motor skills. Up-to-date status." Journal of Education, Health and Sport 11, no. 7 (July 29, 2021): 250–57. http://dx.doi.org/10.12775/jehs.2021.11.07.023.

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The main goal of the current overview is to assess major trends in studying of fine motor skills neurobiology.Materials and techniques. PubMed (MedLine), Embase databases have been used for Information search. Search depth is 5 years (2016 – 2021). 12 papers that are more relevant to the topic have been chosen from the primary paper array (n=49). MAXQDA (Verbi Software GmbH, Germany) has been used for content analysis.Results and discussion. The current state is characterized by interdisciplinary integration using both complex experimental laboratory models and modern bionic and information technologies.Conclusion. Contemporary trends in the problem studying is the widespread utilization of information technologies and the development of approaches to neurorehabilitation with motor deficiency consideration. Fine motor skills recovery in patients with CNS lesions requires further interdisciplinary integration.

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Kusnanto, Kusnanto, Eska Dwi Prajayanti, and Harmayetty Harmayetty. "JIGSAW PUZZLE IMPROVE FINE MOTOR ABILITIES OF UPPER EXTREMITIES IN POST-STROKE ISCHEMIC CLIENTS." Jurnal Ners 12, no. 1 (June 5, 2017): 142. http://dx.doi.org/10.20473/jn.v12i1.2790.

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Introduction: Ischemic stroke is a disease caused by focal cerebral ischemia, where is a decline in blood flow that needed for neuronal metabolism, leading to neurologic deficit include motor deficit such as fine motor skills impairment. Therapy of fine motor skills disorders is to improve motor function, prevent contractures and complications. These study aimed to identify the effect of playing Jigsaw Puzzle on muscle strength, extensive motion, and upper extremity fine motor skills in patients with ischemic stroke at Dr. Moewardi Hospital, Surakarta. Methods: Experimental Quasi pre-posttest one group control. The number of samples were 34 respondents selected using purposive sampling technique. The samples were divided into intervention and control groups. The intervention group was 17 respondents who were given standard treatment hospital and played Jigsaw Puzzle 2 times a day for six days. Control group is one respondent given by hospital standard therapy without given additional Jigsaw Puzzle game. Evaluation of these research is done on the first and seventh day for those groups. Result: The results showed that muscle strength, the range of joint motion and fine motor skills of upper extremities increased (p = 0.001) significantly after being given the Jigsaw Puzzle games. These means playing Jigsaw Puzzle increase muscle strength, the range of joint motion and upper extremity fine motor skill of ischemic stroke patients. Discussion and conclusion: Jigsaw puzzle game administration as additional rehabilitation therapy in upper extremity fine motor to minimize the occurrence of contractures and motor disorders in patients with ischemic stroke. Jigsaw puzzle game therapy capable of creating repetitive motion as a key of neurological rehabilitation in Ischemic Stroke. This study recommends using jigsaw puzzle game as one of intervention in the nursing care of Ischemic Stroke patients.

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El-Kishawi, Mohamed, Khaled Khalaf, and Tracey Winning. "Understanding Motor Skill Learning as Related to Dentistry." Dentistry Journal 9, no. 6 (June 11, 2021): 68. http://dx.doi.org/10.3390/dj9060068.

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Learning dental procedures is a complex task involving the development of fine motor skills. The reported use of theories and/or evidence for designing learning activities to develop the fine motor skills needed for dental practice is limited. The aim of this review is to explore the available body of knowledge related to learning motor skills relevant to dentistry. Evidence from studies investigating motor skill learning highlights the negative impact of self-focus and self-regulation on learning outcomes, particularly during the early stages of learning. The development of activities and schedules that enable novices to demonstrate characteristics similar to experts, without the reported long period of ‘deliberate practice’, is clearly of value. Outcomes of learning implicitly are important in dentistry because working under stressful conditions is common, either during undergraduate study or in practice. It is suggested that learning implicitly in the simulation stage can reduce disrupted performance when transitioning to clinical settings. Therefore, further investigation of effective methods for learning dental fine motor skills is indicated, using approaches that result in robust performance, even under stressful conditions.

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Journal articles on the topic 'Fine motor skills'

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