رفتار حرکتی

تأثیر فعالیت های حرکتی ظریف بر رشد و بهبود توجه دختران دبستانی با تاکید بر روش مونته سوری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری رفتار حرکتی، دانشگاه ارومیه

2 کارشناس ارشد رفتار حرکتی، دانشگاه ارومیه

3 دانشجوی دکتری رفتار حرکتی، دانشگاه تهران

4 دانشجوی دکتری رفتار حرکتی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات

چکیده
هدف از پژوهش حاضر، بررسی تأثیر فعالیت‌های حرکتی ظریف بر رشد و بهبود توجه در دختران هفت تا 10 ساله بود. این پژوهش نیمه‌تجربی با استفاده از طرح پیش‌آزمون ـ پس‌آزمون مشتمل‌ بر یک گروه تجربی و یک گروه کنترل صورت گرفت. جامعۀ آماری پژوهش را دختران هفت تا 10 سالۀ‌ یکی از مدارس ابتدایی شهر اصفهان تشکیل دادند که از این میان، یک گروه 120 نفرۀ دردسترس به‌عنوان نمونه انتخاب شده و به دو گروه 60 نفره (یک گروه تجربی و یک گروه کنترل) تقسیم گردید. شایان‌ذکر است که افراد نمونه به‌صورت مساوی در چهار گروه سنی 15 نفره جای گرفتند. برای سنجش میزان توجه در کودکان از آزمون "بوناردل" استفاده شد که این آزمون طی دو مرحله (قبل و بعد از 12 هفته انجام حرکات ظریف) اجرا گردید. تحلیل آماری نیز با استفاده از تحلیل کوواریانس صورت گرفت. یافته‌ها نشان می‌دهد که مهارت‌های حرکتی ظریف تأثیر معناداری بر رشد و توسعۀ توجه کودکان دبستانی داشته است و اثر سن در بین گروه‌ها معنادار می‌باشد. یافته‌های این پژوهش نظریۀ مونته‌سوری را مبنی‌بر این‌که فعالیت‌های ظریف، توجه را در کودکان افزایش می‌دهد، تأیید می‌کند و نشان می‌دهد که این فعالیت‌ها از پتانسیل بالقوه‌ای در رشد و توسعۀ توجه در کودکان دبستانی برخوردار می‌باشند

کلیدواژه‌ها

موضوعات

عنوان مقاله English

The Effect of Fine Motor Activities on Development and Improving Attention in Girls Students with Emphasis on the Montessori Method

نویسندگان English

  • Maryam Salehi 1
  • Robabeh Rahimi 2
  • Hojatoollah Amini 3
  • Maryam Bayatpour 4
1 Ph.D. Student of Motor Behavior, University of Urmia
2 M.Sc. of Motor Behavior, University of Urmia
3 Ph.D. Student of Motor Behavior, University of Tehran
4 Ph.D. Student of Motor Behavior, Islamic Azad University, Science and Research Branch, Tehran
چکیده English

The aim of this study was to examine the effects of fine motor activities on developing and improving student attention. This research was semi-empirical including pretest and posttest plans for control and experimental groups. Population consists of all 7-10 years old girls from one of the elementary schools in Esfahan city. Studying a sample of 120 pupils indicates that fine motor skills have an impact on the development of children's attention. Boyardee test was used to assess the children's attention. This test was used before and after 12 weeks of fine motor activity of children, and ANCOVA test was applied for statistical analysis. Research findings showed that fine motor skills have an impact on the development of children's attention and the effect of age between the groups was statistically significant. The results confirm the theory of Montessori, which means fine motor activities increase attention in children. And fine motor activities have a potential for development and improvement of children attention. 

کلیدواژه‌ها English

  • Fine motor
  • Attention
  • School children
  • Montessori
  1. Salehi Fedardi J, Ziaee S. Implicit cognitive processes and attention orientation toward addictive behaviors: Introduction, development and application of addiction Stroop test. Journal of Mental Health. 2011; 12(1): 357-89. (In Persian).
  2. Leclercq M, Zimmermann P. Applied neuropsychology of attention: Theory, diagnosis, and rehabilitation. Psychology Press. 2002; 4(4): 255-339.
  3. Tahmasbi F. Comparing the effects of internal and external focus of attention on performance and learning a selected skill in football. Master thesis. Faculty of Physical Education and Sport Sciences, Shahid Beheshti University; 2005. (In Persian).
  4. Mgyl Richard E. Motor learning-concepts and applications. Translated by: Vaez Mosavi M, Shojaee M. Teharn: Bamdad Ketab; 2008. (4): 160-71. (In Persian).
  5. Sepehre Bonab H. Comparing the fine and gross motor skills between students with deficit disorder/ hyperactivity disorder (ADHD) and student without attention disorder. MA thesis. Faculty of Physical Education and Sport Sciences, Tehran University; 2004. (In Persian).
  6. Amozade Khalili M, Yadegari H. Comparing the degree of fine and careful motor development in urban and rural kindergartens in Semnan. Journal of Semnan University of Medical Sciences. 2004; 5(2): 127-38. (In Persian).
  7. Mc Cormick C C, Schnobrichj N. Perceptual-motor training and improvement in concentration in a Montessori preschool. Perceptual and Motor Skills. 1971; 32(6): 71-7.
  8.  Piek J. Infant motor development. USA: Human Kinetics pub. 2006; 27(12): 47-170.
  9. Alexander K L, Entwisle D R, Dauber S L. First grade classroom behavior: Its short and long-term consequences for school performance. Child Development; 1993; 64(7): 801–14.
  10.  Standing E M. Maria Montessori: Her life and work. New York: Penguin Pub; 1984. 3: 263-80.
  11. Borrelbach S. The historical development of school buildings in Germany. R. Walden (Ed.), Schools for the future: Design proposals from architectural psychology. Germany: Hogrefe & Huber Publishers; 2009. 4: 270-8.
  12.  Angeline S, Lill A R D. Playful learning and montessori education. American Journal of Play. 2013; 5(2): 134-52.
  13. Lillard, A S. Preschool children’s development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology. 2012; 50(15): 379–401.
  14. Al S, Midilli Sar R, Candas Kahya N. A different perspective on education: Montessori and Montessori school architecture. Social and Behavioral Sciences. 2012; 46(3): 1866–71.
  15. Ericsson I. Effects of increased physical activity and motor training on motor skills, attention and learning. School of Teacher Education, Department of Sport Sciences, SE; Sweden. 2003. (2). 205-6.
  16. Roger A, Stewart G, Audrey C, Rule M, Debra A, Giordano F. A. The effect of fine motor skill activities on kindergarten student attention. Early Childhood Education Journal. 2007; 35(2): 84-9.
  17. Harvey W J, Reid G. Motor performance of children with attention deficit hyperactivity disorder: A preliminary investigation. Adapt Phys Active Q. 2003; 14(3): 189-202.
  18. Hoging A S. What infants, toddlers and preschoolers learn from play: 12 ideas. Montessori Life. 2006: 18(1): 16-24.
  19. Haris M, Selmir H. Development of fine motor coordination and visual-motor integration in preschool children. Journal of Special Education and Rehabilitation. 2013; 14(1-2): 45-53.
  20. Gregory Payene V, Isaacs L D. Human motor development. Translated by: Khalaji H, Khajavi D. 5th ed. Arak University Pub; 2006. 102-7. (In Persian).
  21. Owens A. Supporting children's development. Extract from putting children first. The Magazine of the National Childcare Accreditation Council (NCAC). 2008; 28(4): 3-5.
  22. Shaker M. Comparing the effect of rhythmic program on perceptual-motor abilities in girls and boys’ student in Tehran city. Master thesis. Shahid Beheshti University; 2005. (In Persian).
  23. Kargar Shorki, Malek pour M, Ahmadi Gh. The effect of training fine motor skills in learning mathematical concepts in children with mathematics learning disabilities in third to fifth primary school levels in meybod city. Periodical of Leadership and Educational Administration. 2011; 4(3): 105-26. (In Persian).
  24. Afroz Gh, Ghasem Zade S, Taziki T, Mohajerani M, Dalvand M. The effects of sensorimotor interventions on increasing attention range in students with learning disabilities. Journal of Learning Disabilities. 2015; 4(1): 23-27. (In Persian).
  25. Vatavu R D, Cramariuc G, Schipor M D. Touch interaction for children aged 3 to 6 years: Experimental findings and relationship to motor skills. International Journal Human-Computer Studies. 2016; 74: 54–76.
  26. Pashazadeh Z. Investigating and comparing motor skills and functional neurological – muscular on students with attention deficit/ hyperactivity disorder and and student without attention disorder (7-10 years old). Master thesis. University of Social Welfare and Rehabilitation Sciences in Tehran; 2003. (In Persian).
  27. Hossein Khani S. The effect of training course and teaching basic motor skills running and kicking on learning the soccer-specific skills in first grade primary school students. Master thesis. Tehran University, Faculty of Physical Education and Sport Sciences; 2000. (In Persian).
  28. Ganji H. Psychology of individual differences. 12th ed. Besat Pub; Tehran. 2008. 83-89. (In Persian).
  29. Naghavi A, Fatehi Zade M, Abedi M. Cognitive consequences of child abuse in female teenagers. Iranian Journal of Psychiatry and Clinical Psychology. 2007; 45(10): 140-5. (In Persian).
  30. Smits Enqelsman B C, Wilson P H, Westenberg Y, Duysens J. Fine motor deficiencies in children with developmental coordination disorder and learning disabilities: An underlying open – loop control deficit. Hum Mov Sci. 2003; 22: 495-513.
  31. Akbari M. The effect of poor handheld games in eight-year-old children in the town of Behbahan. Master thesis. University of Medical Sciences; 2006. (In Persian).
  32. Khachatryan M. A look at AUA pre-school English program through the lens of Montessori pedagogy. Social and Behavioral Sciences. 2015; 197(12): 304–7.
  33. Hertzberger H. Space and learning. Rotterdam: 010 Publishers; 2008. 1: 211-5.
  34. Goodman R M, Steckler A. A model for the institutionalization of health promotion programs. Family & Community Health. 1989; 11: 63–78.
رفتار حرکتی
دوره 9، شماره 29
پاییز 1396
آبان 1396
صفحه 33-50

  • تاریخ دریافت 10 تیر 1395
  • تاریخ بازنگری 06 آبان 1395
  • تاریخ پذیرش 08 اسفند 1395

صفحه اصلی

داوران

ارسال مقاله

اصول اخلاقی

اخبار و اعلانات

اطلاعات آماری نشریه

تماس با ما