Preschool Action Research

ECLD
Session 2023-24
Investigating The Effectiveness of Sensory Activities on The
Development of Fine Motor Skills

Submitted to
Ms. Samina Javed
Submitted by
Ms. Tehmina Mukhtar
Army Public School (Boys & Girls) MSG
Lahore
 TABLE OF CONTENTS

Page no:

I. Introduction 1

II. Literature Review 2

III. Method 4

IV. Data Analysis 11

V. Conclusion 12

VI. References 13
 Introduction
Fine motor skills encompass the intricate coordination of small muscles, usually involving the
hands and fingers, to perform precise movements. These skills are fundamental for various
daily tasks, from buttoning a shirt to writing legibly, and are crucial for academic success,
particularly in activities like handwriting and manipulating small objects. Therefore,
understanding methods to enhance fine motor skill development is of paramount importance in
educational and therapeutic settings.
One promising avenue for facilitating fine motor skill development is through sensory
activities. Sensory activities engage the senses—sight, sound, touch, taste, and smell—and
provide rich sensory input, which can stimulate neural pathways and enhance motor learning.
These activities often involve manipulating materials of different textures, sizes, and shapes,
thereby promoting sensory exploration and motor skill refinement simultaneously.
Research in the fields of occupational therapy, early childhood education, and developmental
psychology has increasingly recognized the significance of sensory experiences in promoting
overall development, including fine motor skills. Sensory activities offer a holistic approach to
skill acquisition by integrating sensory processing with motor coordination, fostering a deeper
understanding of environmental stimuli, and facilitating sensory-motor integration—a process
crucial for adaptive behavior.
Moreover, sensory activities have shown promise in addressing the needs of individuals with
sensory processing difficulties, such as those with sensory processing disorder (SPD) or autism
spectrum disorder (ASD). By providing controlled sensory input in a structured environment,
these activities can help individuals regulate their sensory responses, improve attention and
focus, and enhance motor planning and execution.
Despite the growing interest in sensory interventions, there remains a need for empirical
evidence to support their effectiveness in promoting fine motor skill development across diverse
populations and contexts. By systematically investigating the impact of sensory activities on
fine motor skills, researchers and practitioners can better understand the mechanisms underlying
sensory-motor learning and tailor interventions to meet individual needs effectively.
This research aims to contribute to the existing body of knowledge by examining the
effectiveness of sensory activities in enhancing fine motor skills development among [specific
population or age group]. By elucidating the relationship between sensory input and motor skill
outcomes, this study seeks to inform evidence-based practices and interventions aimed at
optimizing developmental outcomes for children and individuals with motor challenges.
The exploration of sensory activities as a means to support fine motor skill development holds
promise for improving functional abilities and enhancing quality of life for individuals across
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the lifespan. Through rigorous empirical investigation, we can uncover the potential of sensory-
rich environments to nurture not only motor proficiency but also sensory processing abilities,
thereby promoting holistic development and well-being.

Literature Review:
Over the last 20 - 30 years, children’s activity levels have decreased significantly, coinciding
with obesity rates reaching epidemic levels (Gunner et al., 2005) . This has led to an increase in
the importance of health promotion and physical activity related research for preschool
children (Gunner et al., 2005; Timmons et al., 2007; Robinson et al., 2015) . Physical activity is
associated with improving children’s motor skill proficiency (Barnett et al., 2008; Sääkslahti et
al., 2004 ) and, when they grow to adolescence, young children with better motor skill
proficiency have 10% - 20% higher chance of participating in vigorous physical
activity (Barnett et al., 2009) , enhanced cardiovascular fitness (Barnett et al., 2008a) and
greater perceived sports competence (Barnett et al., 2008b) . These factors all contribute to an
increased likelihood of long-term participation in sport and exercise. Furthermore, motor skill
proficiency is inversely associated with sedentary activity in children (Wrotniak et al., 2006) ,
suggesting that promoting young children’s physical activity levels and motor skill proficiency
could improve later-life physical activity levels and potentially prevent obesity.
The aim of this review is to identify key issues related to physical activity and motor skill
development in preschool children. The review includes studies that have investigated the
following relationships: motor skills, physical activity and cognitive development; young
children’s motor skills, fundamental movement skills and later life fitness and physical activity
levels; physical activity and physical literacy interventions; and the influence of the
multicultural New Zealand context. Due to the expansive differences that exist between
children of various ages, we have adopted the terms set out by the New Zealand Ministry of
Education (2009), which categories young children into three overlapping groups: infants for
children aged up to 18 months; toddlers for children aged between one to three years; and
young children aged between two and a half years up to school entry, who are also often
referred to as preschool children. The term children will be used for those that have reached the
age of school entry (five years old). In New Zealand, children tend to enter school on or around
their fifth birthday, which is different to many other countries.

Fine motor development is the development and control of small movement skills, such as
reaching and grasping, while gross motor development refers to control over larger movement
skills that tend to be less refined, such as crawling, standing and walking (Berk, 2005) . Early
views of child development were based on the achievement of developmental milestones,
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largely centered on the research of Gesell (1925) . More recently, Mercer (1998) has suggested
that there are two major categories of development: maturation and learning. Maturation
describes the developmental changes that occur due to the instructions built into DNA (Harris &
Liebert, 1992) , which include changes attributed to growth. Learning describes the permanent
changes that occur in thinking and behavior when children play an active role in their own
development, when both perceptual and social incentives promote the progression of
skills (Bruner, 1973) . Child development is increasingly recognized as a dynamic system,
strongly influenced by a variety of factors, including interaction with peers, families, societies
and cultures (Thelen et al., 1991; Greenfield & Cocking, 2014) . The dynamic perspective
recognizes that even small differences in experience or environment at a young age can result in
dramatic differences in later behavior (Smith & Thelen, 2003) .
As dynamic perspectives of development suggest, all children develop at different rates and,
while there is a typical order of development due to maturation (Brierley, 1993) , patterns or
milestones may vary in children from different cultures, ethnicities and communities because
different opportunities in individual contexts also lead to the development of different physical
skills or proficiencies (Adolph & Berger, 2005) . One implication of this is that in the early
years of life, developmental age is often deemed to be a more relevant assessment measure than
chronological age (Foster & Hartigan, 2006) , especially for children born pre-term or with very
low or extremely low birth weight (VLBW and ELBW, respectively). Therefore, some
researchers report findings in terms of developmental age as opposed to chronological age.

Low physical activity on motor skills can give an impact on the development of children's
motor skills (Hurter Z & Pienaar E, 2007; Malina R M, 2012). The teacher needs to take various
approaches so the children can be active and confident in the movement, and the child has a
higher participation in the fine motor skills development process (Robinson L E, 2011;
Robinson L E & Goodway J D, 2009; Robinson L E Reynolds J Wadsworth & Logan, 2010).
Some studies have found that physical activity is very important in developing children's motor
skills (Gallahue D L & Ozmun J C, 2006; Harvey W J & Mcgill U, 2007), precisely the child
must be physically active to develop new motor skills through motor movements (Pienaar,
2016). Fine motor skills are very important in the early development of children (D. W.
Grissmer, Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. , 2010). So, the teachers
need to provide opportunities for children to practice spontaneously with various materials,
because the success of children in school is related to the coordination of several skills (Pianta,
2007).

The study showed that teachers were not fully prepared to carry out activities to develop quality
fine motor skills for early childhood (Breslin, 2008). Teachers should be able to use various
methods to support children's fine motor skills development activities (Santos O C & Boticario
J G, 2011), because the use of this method can improve fine motor skills, and affect children's
development (Ni Luh Ami Yestiari, 2014; Ni Wayan Yuni Sudiasih, 2014). One method that
can be used in developing children's fine motor skill is the method of assignment, this method
can improve the effectiveness and efficiency of development activities (D. Made Dwi Purnama
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Sari, 2015), and stimulate children in carrying out activities (Hodel, 2014 ; Janacsek, 2012;
Savion-Lemieux, 2009; Wilhelm, 2008).
Some studies show that the method of giving assignments can motivate the children to be
active, both individually and in groups (Ni Made Ayu Aristyadewi, 2015). According to Made
Dwi Purnama Sari (2015) assignment method is useful to improve fine motor and gross motor
skills, introducing mathematical concepts such as knowing weight and light, long and short, big
and small, high and low, classifying objects based on colors and shapes, studying differences in
geometric shapes, and stimulating creativity and imagination of child.

Based on the review above, it can be seen that developing fine motor skills in early childhood is
very important to improve their cognitive abilities. This study tries to see how to develop fine
motor skills in early childhood.

Methodology:
One of the best ways to do that is through sensory activities for toddlers and preschoolers.
These are fantastic to encourage exploration, play, and learning. Sensory learning is a teaching
approach that engages multiple senses in the learning process to enhance memory and retention.
Fun sensory activities should arouse a child’s senses of touch, sight, smell, and sound. Only if
this happens, will it provide them with a well-rounded and exciting experience. There are so
many activities that has direct impact on the development of fine motor skills of the toddlers
and kids.

Sensory activities play a crucial role in the development of fine motor skills, which involve the
coordination of small muscles in the hands and fingers. Here's a methodology that outlines how
sensory activities can effectively contribute to fine motor skill development,

Understanding Sensory Processing:

Recognize that sensory processing is the brain's ability to interpret and respond to various
sensory stimuli. This includes touch (tactile), movement (vestibular), body awareness
(proprioception), sight (visual), sound (auditory), and smell (olfactory)

Identifying Developmental Needs:

Assess the individual's developmental stage and specific fine motor skill needs. This can vary
greatly depending on age, abilities, and any developmental delays or challenges.

Designing Sensory-rich Environments:

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Create environments that offer a variety of sensory experiences. Incorporate different textures,
materials, sounds, and visuals into play spaces to engage multiple senses simultaneously.

Choosing Appropriate Activities:

Select activities that target specific fine motor skills while providing sensory input. These could
include activities such as finger painting, playdough manipulation, sorting small objects,
pouring and scooping with sensory bins, threading beads, or tearing paper.

Encouraging Exploration and Experimentation:

Allow for open-ended exploration and experimentation during sensory activities. This fosters
creativity, problem-solving, and the development of hand-eye coordination.

Integration into Daily Routines:

Integrate sensory activities into daily routines and playtime. Consistency is key for skill
development, so incorporating sensory experiences into everyday activities helps reinforce
learning.
These are the following activities that was done and enjoyed by the students such as,
 painting
 Sand tray
 Sponge painting
 Playdough,
 Pouring water
 Pegging, threading beads,
 Pouring rice and grains.

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Painting:
Different types of painting can help strengthen your child’s hand-eye coordination and manual
dexterity. Finger painting gives kids an opportunity to use their hands and to get messy.
Painting with a brush helps kids learn to hold a brush and gain greater control using it as a tool.
Here are some pictures of the activities that strengthen the fine motor skills,

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Sand Tray/Sand play:
Sand play is one of the most popular sensory activities for young children. You can provide a
sand table or a small sandbox and let children explore the sand with their hands and other tools.
This kind of sensory play helps to develop fine motor skills, as well as providing a tactile and
visual sensory experience. Playing with sand also encourages children to use their imagination
and creativity as they build and design different structures.

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Water Play:
Water play is one of the best sensory activities for toddlers and preschoolers. Whether you have
a water table or just a simple bucket of water and some cups and spoons, this activity allows
children to explore the properties of water, such as its temperature, texture, and sound. They can
pour, splash, and scoop the water, which is a fun and engaging experience for them.

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Play dough:
Playdough is a great sensory activity for toddlers and preschoolers. A lot of parents even make
play dough at home using food ingredients like flour, food colours etc. But if it’s too much of a
hassle for you, you can also purchase non-toxic play dough from a store. Children can squeeze,
mold, and shape the play dough, which helps to improve their fine motor skills. You can also
add different scents and colours to the play dough to create a more engaging sensory
experience. Dough play also provides a tactile and visual sensory experience, allowing children
to explore different textures, colours, and shapes.

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Play with Sponges:
A new, clean sponge, some water and two bowls are all you need for another activity to build
fine motor skills. Fill a bowl with water and leave the other empty. Your child can soak the
sponge in the water and then squeeze out the sponge into the other bowl. It’s a simple game that
can strengthen hands and forearms.

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Data Analysis and Conclusion:
There were 35 students in EYS 2 in the start of session. Most of the students had good fine
motor skills but 10 students have issues in their fine motor skills the above activities were
done for the improvement of their fine motor skills. The results of this research were analyzed
using descriptive statistics, i.e. percentages, based on the number of responses given by
participants. The participants fine motor skills were observed and scored as either yes or no in
terms of their occurrences.
Baseline. For the intervention study, baseline data was collected through assessment
checklists. The baseline was determined over (2023-24) sessions with each participant and
yes/no scores were summed for a total count and converted to percentages.
Assessment criteria Total students Students with Average Above average students
Grey areas in fine Students
motor skills
 Holding 35 10 15 10
pencil and
objects
 Holding
scissor and
paint brush
 Opening
and closing
lunch box
 Cutting with
scissor
 Hand
strength,
hand grasp
 Eye-hand
coordination

Intervention. The intervention consisted of weekly therapy sessions to improve skills. Yes/No
scores were collected during each session using the fine motor checklist to record changes from
baseline to intervention. During post-intervention, each child was re-assessed using the same
initial assessment tools to determine if any progress was made, and if so, in what areas. The
yes/no scores were totaled and percentages were calculated using frequencies.
Sensory Integration Therapy improves fine motor skills in individuals with autism. The
hypothesis stated that SI would positively benefit the development of motor skills in children
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with autism. This hypothesis was tested using a single subject intervention, as well as through
information gathered from the activities. At the start of session students were assessed through
fine motor skills checklist. After the assessment I found the different results that I have
mentioned above in the table. This was the pre assessments after working throughout the year I
have reassessed the students and the progress will be shown in the below graph. The students
that are on average scale they were improving during the six months after progress. But the
students that had difficulty in their fine motor skills were improved throughout the year.
 The vertical line on the graph shows progress of the students
 The horizontal line shows the time duration.
 The orange line shows good students.
 The yellow line shows average students that improves in the six month.
 The green line shows the students that had to be improved their fine motor skills.

Fine Motor Skills Development

100 100 100 100 100 100 100 100 100 100 100 100 100 100100 100 100 100 99.97
100
92 92.7 100
90 84 85.43
80 76 78.16
70.89
70 68
63.62
60
60 56.35
49.08
50
41.81
40 34.54
30 27.27
20
20
10
0
Month 01 Month 02 Month 03 Month 04 Month 05 Month 06 Month 07 Month 08 Month 09 Month 10 Month 11 Month 12

Good Student Average Student Grey Area Students

Conclusion:
After working throughout the year the students that had to be improved their fine motor
skills were able to
 Hold the things properly
 Having good Eye-hand coordination
 Has good and strong pencil grip
 Grasping small things with good Tri-pot skills.

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As with fine motor skills, participants' ability to successfully complete gross motor tasks
also increased. In fact, the difference in ability to complete gross motor tasks was much
greater than that with fine motor tasks.
Overall, this study showed a positive relationship between the use of Sensory Integration
therapy and further development of motor skills. Participants' ability to complete motor tasks
increased, and their tolerance of sensory stimuli also improved. Regarding the perceptions of
the professionals, the findings indicated a very positive indication for the use of Sensory
Integration therapy for improving motor skills in children with autism.

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References:
Stone, W., Ousley, O., & Littleford, C. (1997, December). Motor imitation in young children
with autism: What's the object? Journal of Abnormal Child Psychology, 25(6), 475. Retrieved
October 19, 2008, from Academic Search Premier database
Society for Auditory Intervention Techniques. (2004). The Berard AIT website. Retrieved
March 18, 2009 from http://www.berardaitwebsite.com/sait/index.html.
Silva, L., & Cignolini, A. (2005, May). A medical qigong methodology for early intervention
in autism spectrum disorder: A case series. American Journal
of Chinese Medicine, 33(2), 315-327. Retrieved October 19, 2008, from Academic Search
Premier database
https://www.twinkl.com.pk/resource/eylf-individual-child-fine-motor-assessment-sheet-au-tf-77

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