Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                

8613 Project

Download as pdf or txt
Download as pdf or txt
You are on page 1of 20

MANUAL

RESEARCH PROJECT
B.Ed. (1.5 Year / 2.5 Year)
Course Code: 8613

Name: Reeta Kumari


ID: 17STR00604
Semester: Spring 2024
Region:
Theme: Developing Soft Motor Skills in student
Subtheme: Fine motor skill development in early childhood

Topic: Developing Fine Motor Skills In Early Childhood


Through Group Activities Among 4th Class Students.

1
Name of the School:
Govt. Girls Primary School, ------
Overall background of the participants of the project; area / school: (socio-economic
status, occupation / profession – earning trends of majority of the Teachers, literacy rate,
academic quality, and any other special trait of the community where the school is
situated).
This action research was conducted in Govt. Girls Primary School, ------.
School Background:
This action research was conducted at Govt. Girls Primary School, ------. The school is a
government-run institution that caters to the educational needs of young girls in the region. It
aims to provide quality education and foster an environment conducive to learning and
creativity.
Participant’s Background:
The participants in this project are Primary Level students from the school. The majority of the
students come from families living in and around ------. These students are at the beginning of
their formal education journey, making them ideal candidates for creative arts development
through group activities.
Socio-economic Status:
The socio-economic status of the students' families is generally moderate to low. Most families
belong to the working class, with limited financial resources. Despite economic challenges,
there is a strong emphasis on education, especially for girls, as a means to improve their future
prospects.
Occupation & Earning Trend:
The primary occupations of the parents include agriculture, small-scale business, and labor
work. A significant portion of the community is involved in farming, as ------ is an agricultural
region. The earning trends indicate that the majority of families have a modest income, with
seasonal variations depending on the agricultural cycle.
Literacy Rate:
The literacy rate in ------ has been Developing over the years, but there are still significant gaps,
especially among women. The community values education and there have been concerted
efforts to increase literacy rates. Govt. Girls Primary School plays a crucial role in this by

2
providing foundational education to young girls, thus contributing to the overall improvement
in literacy.
Academic Qualities:
The academic quality at Govt. Girls Primary School, ------, is focused on foundational learning
and holistic development. Teachers are dedicated and make efforts to provide personalized
attention to each student. The school has limited resources but strives to make the most of what
is available. There is a growing emphasis on incorporating creative arts and other
extracurricular activities to enhance the overall educational experience.
Special Traits of the Community:
The community in ------ is known for its rich cultural heritage. Developing fine motor skills in
early childhood through drawing at Primary Level.(Class 3_5) are an integral part of the local
culture, which aligns well with the introduction drawing in the school. There is strong
community support for educational initiatives, especially those aimed at empowering girls.
Parents and local leaders are generally cooperative and supportive of the school's efforts to
provide quality education. Despite economic challenges, the community exhibits resilience and
a strong desire for progress and development. This trait is reflected in the enthusiasm of the
students and their families towards educational opportunities.
Q.1 Why did you select this specific sub-theme and topic? Relate it to your experience
/ research in your classroom / institution. (Give the background and rationale of the
study)
Developing fine motor skills in early childhood through group activities among 4th class
students is a highly effective way to nurture the imagination and artistic skills of Primary Level
students. Creative arts encompass a range of activities that involve creating something original
or imaginative. For 4 class students, grouping is an excellent medium to introduce these
concepts. Grouping can include learning , painting, best practice and various activities are
apply in the group activities is a best learning . The selection of the sub-theme " fine motor
skill" for Primary Level students at Govt. Girls Primary School, ------, was driven by a
combination of observed needs, educational goals, and the unique socio-economic and cultural
context of the school. This decision was influenced by several key factors:
1. During regular classroom activities, it was evident that the students had limited exposure
fine motor skill. Their routine primarily focused on traditional academic subjects, with
minimal opportunities for hands-on, creative exploration. This lack of exposure hindered
the development of their creative and imaginative skills.

3
2. Engaging young students and maintaining their motivation is crucial for effective learning.
It was observed that students showed heightened interest and enthusiasm when involved in
creative tasks. Grouping activities appeared to captivate their attention more effectively
than conventional teaching methods.
3. Fine motor skills, critical thinking, and problem-solving abilities are essential for young
learners. Drawing naturally incorporate these skills, providing a holistic developmental
approach that traditional classroom activities might not fully address.
4. The goal was to provide a well-rounded educational experience that fosters not only
academic knowledge but also emotional, social, and creative development. Developing fine
motor skills in early childhood through group activities at Class 4 serves as a medium to
achieve these holistic educational goals.
5. Creative arts offer students a platform for self-expression. In a community where children
might have limited outlets to express their thoughts and emotions, clay model can play a
vital role in helping them articulate their ideas and feelings.
6. Completing this projects successfully can significantly boost students' confidence and self-
esteem. This sense of accomplishment is especially important for young girls in ------,
empowering them to take pride in their abilities and achievements.
7. ------ has a rich cultural heritage that includes Drawing and arts. Incorporating Drawing in
the classroom aligns with this cultural backdrop, making the learning process more
relatable and meaningful for the students.
8. The community's support for educational initiatives, especially those that empower girls,
provided a strong foundation for implementing Drawing . Parents and local leaders
understand the value of creative education and are likely to support efforts that enhance
their children's learning experiences.
9. Research in early childhood education consistently highlights the benefits of integrating
creative arts into the curriculum. Studies indicate that creative activities support cognitive
development, improve motor skills, and foster a love for learning.
Q.2 What was your discussion with your colleague / friend / senior teacher or
supervisor regarding the research? (Provide your discussion with your colleague or
supervisor for better understanding of the research and alternate performances).
Discussion with Supervisor:
Supervisor emphasized the importance of introducing fine motor skills to enhance the overall
development of students. She agreed that Drawing could significantly improve fine motor
skills, creativity, and problem-solving abilities. We discussed various strategies for integrating
4
Drawing into the existing curriculum. Supervisor suggested starting with simple projects that
require basic materials, gradually moving to more complex tasks as the students become more
comfortable and skilled. Considering the limited resources, Supervisor proposed using
recyclable materials and contributions from the community. She also mentioned applying for
small grants or seeking donations from local businesses to support the initiative. Supervisor
highlighted the importance of assessing the Drawing activities in a group activities is on
students' development. She recommended regular feedback sessions with students and parents
to understand their perspectives and make necessary adjustments.
Discussion with Parents:
I explained the goal of incorporating group activities to foster creativity and holistic
development. Parents were informed about the benefits of such activities in enhancing their
children's learning experience. Parents were supportive and suggested that parents could
contribute by providing materials like old magazines, newspapers, and other clay model
supplies. They also offered to organize a few sessions where parents could assist group
discussion , creating a collaborative learning environment. Some parents expressed concerns
about the time spent on clay model versus core subjects. I reassured them that playing dough
would complement, not replace, traditional academic learning. Parents suggested integrating
Drawing with academic lessons, such as making models to explain scientific concepts or
creating storyboards for language classes.
Discussion with Teacher:
I discussed practical ways to introduce clay model into her daily schedule. She suggested
dedicating specific time slots each week for Drawing to ensure consistency. We brainstormed
ideas for integrating Drawing with the existing curriculum. For example, creating animal masks
while learning about different animals in science or designing greeting cards for special
occasions to enhance language skills. My teacher proposed keeping a portfolio for each student
to document their Drawing activities projects. This would help track their progress and provide
a tangible record of their development over time. She shared tips on managing a classroom
during Drawing activities sessions, emphasizing the importance of clear instructions, sufficient
preparation, and ensuring that all materials are safe and suitable for young children.
Discussion with Friend:
My friend reinforced the educational benefits of Drawing , citing various studies that support
the positive creative activities on cognitive and emotional development. He emphasized that
clay model can improve students' focus, patience, and ability to follow instructions. We
discussed alternative approaches to creative arts, such as incorporating digital tools for clay
5
model. My friend suggested using educational apps that allow students to design and create
virtually, which could be particularly useful if physical materials are limited. My friend
highlighted potential challenges, such as maintaining student interest and managing diverse
skill levels. He recommended differentiated instruction, where tasks are tailored to each
student's abilities, and peer-assisted learning, where more skilled students help their peers. We
discussed the long-term vision for this initiative, aiming to create a culture of creativity and
innovation in the school. My friend suggested organizing exhibitions or competitions to
showcase students' work, thereby motivating them and involving the wider community.
Q.3 What did you find about the research in the existing literature (books / articles /
websites)? (Explore books and online resources to know what and how has been already
done regarding this research)
Research into developing fine motor skills in early childhood through group activities,
particularly among 4th-grade students, highlights several key areas of focus. Fine motor skills,
which involve the use of small muscles in the hands and fingers, are critical for various
academic and everyday tasks. Here's a summary based on existing literature:

#**1. Importance of Fine Motor Skills**


**Fine Motor Skills Development**:
- **Definition**: Fine motor skills involve precise movements of the fingers, hands, and
wrists. These skills are essential for tasks like writing, drawing, using utensils, and
manipulating small objects.
- **Early Development**: Research emphasizes that early development of these skills is
crucial as they form the foundation for later academic and daily life skills.
**Literature Insights**:
- **Academic Performance**: Studies suggest a strong correlation between fine motor skills
and academic performance. For instance, children with better fine motor skills often
demonstrate superior handwriting, reading, and overall classroom performance (Piek et al.,
2008).
- **Self-Esteem**: Proficiency in fine motor tasks can also boost a child's self-esteem and
confidence (Feldman et al., 2011).

**2. Role of Group Activities**


**Group Activities and Fine Motor Skills**:

6
- **Social Interaction**: Group activities provide opportunities for children to interact with
peers, which can enhance social skills and cooperative play while simultaneously developing
fine motor skills (Ginsburg, 2007).
- **Skill Practice**: Group activities that involve tasks like building with blocks, crafting, or
playing with small manipulatives can enhance dexterity and coordination.
**Literature Insights**:
- **Structured Activities**: Activities such as group art projects, cooperative puzzles, and
team-based crafting can be effective in promoting fine motor skill development. For example,
studies show that children participating in structured group art activities exhibit improved
hand-eye coordination and finger strength (Cameron et al., 2006).
- **Peer Learning**: Working in groups allows children to learn from one another and practice
skills in a supportive environment. Peer demonstrations and shared tasks can facilitate skill
acquisition (Vygotsky, 1978).
**3. Effective Strategies for Implementing Group Activities**
**Designing Group Activities**:
- **Task Variety**: Incorporating a variety of activities that require different types of fine
motor skills (e.g., cutting, drawing, molding) can address various aspects of motor development
(Tamis-LeMonda et al., 2014).
- **Skill Level**: Tailoring activities to the appropriate skill level of the children ensures that
the tasks are challenging yet achievable. This approach helps maintain engagement and
maximizes skill development.

**Literature Insights**:
- **Interactive Play**: Research indicates that interactive and hands-on play is highly
beneficial. For instance, activities that involve threading beads, building with small blocks, or
manipulating playdough can effectively develop fine motor skills (Pellegrini & Smith, 1998).
- **Feedback and Encouragement**: Providing positive feedback and encouragement during
group activities can enhance children's motivation and persistence in mastering fine motor tasks
(Gardner, 2006).
**4. Assessing the Impact of Group Activities**
**Evaluation Methods**:
- **Observation**: Observational assessments can be used to track progress in fine motor skills
during group activities. Teachers can note improvements in dexterity, coordination, and the
ability to complete tasks (Feldman et al., 2011).
7
- **Standardized Tests**: Standardized tests and assessments, such as the Peabody
Developmental Motor Scales, can be used to evaluate changes in fine motor skills before and
after participating in group activities (Foley et al., 2008).
**Literature Insights**:
- **Quantitative Data**: Quantitative studies often use pre- and post-assessment scores to
measure the effectiveness of group activities on fine motor skills (Cameron et al., 2006).
- **Qualitative Feedback**: Teacher and student feedback can provide qualitative insights into
how group activities are influencing fine motor skill development and overall engagement
(Tamis-LeMonda et al., 2014).

Q.4 What were the major variables / construct of your project? Give definitions /
description from literature. (What are the key terms in your topic or study? what do you
mean of these terms? What particular meaning you will attach to the term when used in
this project?)
I n the project "Developing Fine Motor Skills in Early Childhood Through Group Activities
Among 4th Class Students," several key variables or constructs are crucial to understanding
and implementing the study effectively. Here’s a detailed description of these key terms and
their particular meanings in the context of this project:
Dependent Variable: fine motor skill
Motor development refers to the enhancement of a child's ability to think creatively, solve
problems innovatively, and express ideas imaginatively through various forms of art and group
activities. Fine development in children is characterized by their ability to generate original
ideas, explore new possibilities, and engage in creative thinking processes. It includes skills
such as originality, flexibility, fluency in thinking, and elaboration.
Group Activities
Definition/Description:
• Literature Definition: Group activities are collaborative tasks or exercises that involve
multiple participants working together towards a common goal. These activities can
range from academic exercises to creative projects and are designed to foster teamwork
and social interaction.
• Key References: According to Johnson and Johnson (1999), group activities promote
cooperative learning and can improve interpersonal skills while engaging participants
in shared problem-solving (Johnson, D. W., & Johnson, R. T., 1999).
Particular Meaning in This Project:
8
• Contextual Definition: For this project, group activities involve tasks designed
specifically to enhance fine motor skills, such as collaborative art projects, group games
involving hand manipulation, and collective crafting sessions.
• Application: The project will explore how these activities, when performed in a group
setting, influence the development of fine motor skills among 4th-grade students,
emphasizing both the social and developmental aspects.
Q.5 What did you want to achieve in this research project? (Objective / purpose of the
study; what was the critical question that was tried to be answered in this project).
Purposes of the Study:
The primary purpose of this study was to explore the Drawing the creative development of
Primary Level students at Govt. Girls Primary School, ------.
Objective of the Study:
• To create a series of age-appropriate group activities tailored for Primary Level
students.
• To assess the changes in students’ creative thinking and problem-solving abilities as a
result of participating in group activities .
Research Question:
1. How do clay model influence the creative development of Primary Level students at
Govt. Girls Primary School, ------?
Q.6 Who were the participants in your project? (Give details of the individuals or
groups who were focused in this project e.g. the early-grade students whose handwriting
in Urdu was not good or the students of class who did not have good communication
skills).
The primary participants in this action research project were the students of Primary Level at
Govt. Girls Primary School, ------. The group consisted of early-grade students, typically aged
10-12 years, who were at a critical stage of their cognitive, emotional, and social development.
The project focused exclusively on girls, as the school is a girls-only institution. These students
had just begun their formal education journey, making them ideal candidates for interventions
aimed at Developing fine motor skills. The students had varying levels of creative abilities.
While some demonstrated a natural inclination towards imaginative activities, others required
more structured guidance to explore their creative potential. There was a noticeable variation
in fine motor skill proficiency among the students. Some had developed good coordination,
while others struggled with tasks requiring precise hand movements. Most students came from

9
low to middle-income families, reflecting the broader socio-economic status of the community
in ------. Some students had underdeveloped communication skills, which impacted their ability
to express ideas and interact with peers.
Q.7 How did you try to solve the problems? (Narrate the process step-wise. Procedure
of intervention and data collection).
Procedure of Intervention and Data Collection:
The intervention process and data collection for this project followed a structured, step-by-step
approach. The goal was to effectively implement group assess their impact on the students'
development.
1) To establish a baseline understanding of the students' creative, motor, emotional, and social
skills.
2) Observations, teacher assessments, and simple pre-intervention tasks were used to gauge
the current skill levels of the students.
3) Checklists, rating scales, and anecdotal records were employed to document initial
observations.
Detail of Technique:
1. Teachers closely observed students during clay model sessions, noting their levels of
engagement, creativity, and interaction with peers.
2. Used to document specific skills and behaviors, such as fine motor skills, creativity, and
social interactions.
3. Detailed notes on individual student behaviors, progress, and any notable changes observed
during the intervention period.
4. Collection of students' Drawing projects to visually demonstrate their creativity and skill
development.
Population and Sampling:
The entire Primary Level cohort at Govt. Girls Primary School, ------, consisting of
approximately 30 students. A purposive sampling method was used to select a representative
sample of 15 students from the class, ensuring a mix of different skill levels and backgrounds.
This sample allowed for in-depth observation and analysis while maintaining manageability.
Q.8 What kind of instrument was used to collect the data? How was the instrument
developed? (For example: observation, rating scale, interview, student work, portfolio,
test, etc.)
For a project focused on "Developing Fine Motor Skills in Early Childhood Through Group
Activities Among 4th Class Students," selecting and developing appropriate data collection
10
instruments is crucial to obtaining reliable and valid results. Here’s a detailed look at the types
of instruments that can be used, and how they might be developed:
1. Observations
Instrument: Observation Checklist
• Description: Observations involve systematically watching and recording specific
behaviors or skills demonstrated by students during group activities.
• Development:
o Criteria: Develop an observation checklist that includes key fine motor skills
such as grasping, manipulating, cutting, and drawing.
o Procedure: Train observers to use the checklist consistently. Observations
should be conducted during group activities where fine motor skills are used.
o Example: A checklist might include items like “Ability to use scissors
effectively,” “Precision in drawing shapes,” and “Coordination in assembling
puzzle pieces.”
Literature Reference: Research by Feldman et al. (2011) suggests that observational
assessments provide valuable insights into motor skills development in natural settings.
2. Rating Scales
Instrument: Fine Motor Skills Rating Scale
• Description: A rating scale involves assessing students' fine motor skills on a predefined
scale (e.g., 1 to 5) based on specific criteria.
• Development:
o Criteria: Define the fine motor skills to be assessed (e.g., finger dexterity, hand-
eye coordination).
o Scale: Create a scale with descriptors (e.g., 1 = Poor, 5 = Excellent) for each
skill.
o Example: A rating scale might assess skills such as “Ability to thread beads”
with ratings from “Needs improvement” to “Excellent.”
Literature Reference: Studies like those by Cameron et al. (2006) have used rating scales to
assess improvements in fine motor skills effectively.
3. Interviews
Instrument: Structured Interviews
• Description: Structured interviews involve asking questions to teachers, parents, or
students about their observations of fine motor skill development.
• Development:
11
o Questions: Develop a set of standardized questions focused on fine motor skills
and the impact of group activities.
o Procedure: Conduct interviews with teachers and parents to gather qualitative
data on student progress and perceptions.
o Example: Questions might include “How have you observed changes in your
child’s fine motor skills over the course of the group activities?” and “What
specific skills have improved?”
Literature Reference: According to Ginsburg (2007), structured interviews can provide in-
depth insights into the effectiveness of interventions from multiple perspectives.
4. Student Work
Instrument: Portfolio of Student Work
• Description: Portfolios involve collecting samples of students’ work that showcase their
fine motor skills over time.
• Development:
o Criteria: Determine what types of work (e.g., drawings, craft projects) will be
included.
o Collection: Regularly collect and review samples of student work to monitor
progress.
o Example: A portfolio might include drawings, art projects, and written
assignments that demonstrate fine motor skills development.
Literature Reference: Research by Tamis-LeMonda et al. (2014) supports the use of portfolios
as a method for tracking developmental progress through tangible evidence.
5. Tests
Instrument: Standardized Fine Motor Skills Test
• Description: Standardized tests assess fine motor skills using validated procedures and
scoring systems.
• Development:
o Selection: Choose or develop a standardized test that measures fine motor skills
(e.g., Peabody Developmental Motor Scales).
o Procedure: Administer the test at specific intervals to assess improvements and
compare results.
o Example: Tests might include tasks like copying shapes, cutting along lines, and
assembling puzzles.

12
Literature Reference: The use of standardized tests, as highlighted by Foley et al. (2008),
provides reliable data on fine motor skills development and effectiveness of interventions.
Development of Instruments
1. Define Objectives: Clearly define what aspects of fine motor skills you wish to assess
and how group activities are expected to influence these skills.
2. Consult Literature: Review existing literature and existing instruments to ensure that
your tools are valid and reliable. Adapt or create instruments based on established
frameworks.
3. Pilot Testing: Test the instruments on a small group of students to ensure clarity,
reliability, and validity before full-scale implementation.
4. Training: Train individuals who will use the instruments to ensure consistent
application and accurate data collection.
Q.9 What were the findings and conclusion? (Provide instruments and mathematical
as appendix)
Findings:
Students Engagement Creativity Fine Motor Skills Social Interaction
and and Development and Group
Participation Originality activities
S1 Yes No Yes No
S2 Yes No Yes Yes
S3 Yes Yes No Yes
S4 No Yes Yes No
S5 No Yes Yes No
S6 Yes Yes No Yes
S7 Yes No Yes Yes
S8 No No Yes No
S9 No Yes Yes Yes
S10 Yes Yes No Yes
S11 Yes Yes No Yes
S12 Yes Yes Yes Yes
S13 Yes Yes Yes Yes
S14 Yes Yes Yes Yes
S15 Yes No Yes No

13
S1 shows active engagement and participation in grouping , indicating a willingness to take
part in the tasks. However, there is a lack of demonstrated creativity and originality in S1's
group activities designs, suggesting potential areas for encouragement in generating unique
ideas. S1 has shown improvement in fine motor skills development, which is positive for
handling Drawing materials effectively. There is a noted lack of social interaction and Drawing
during Drawing sessions, indicating a need to foster interactions with peers.
S2 actively engages in Drawing activities, showing interest and involvement in the tasks.
However, like S1, S2 also shows a lack of creativity and originality in clay model designs,
suggesting opportunities for promoting more imaginative approaches. Development: S2
demonstrates improvement in fine motor skills, indicating progress in handling materials with
more precision. S2 shows positive social interaction and clay model with peers during group
activities, which is beneficial for teamwork and shared learning experiences.
S3 actively participates Drawing , demonstrating a strong engagement with the tasks at hand.
S3 exhibits creativity and originality in clay model designs, indicating a capacity for generating
innovative ideas and approaches. However, there is a noted need for improvement in fine motor
skills development, which could enhance the ability to manipulate materials with greater
dexterity. S3 engages positively with peers, showing group activities and interaction during
group activities sessions, fostering a supportive learning environment.
S4 shows less engagement and participation Drawing , which may affect their overall
involvement in learning through Drawing . Despite lower participation, S4 demonstrates
creativity and originality in clay model designs, indicating potential for creative expression
with more encouragement. There is significant improvement in fine motor skills development,
suggesting capability in handling materials effectively despite lower engagement. However,
S4 shows limited social interaction and group activities during clay model sessions,
highlighting a need to foster more peer interactions.
Similar to S4, S5 demonstrates lower engagement and participation in clay model activities,
which may impact their overall learning experience. Despite lower engagement, S5 exhibits
creativity and originality in Drawing activities designs, indicating potential for creative
expression when more actively involved. S5 shows improvement in fine motor skills
development, suggesting progress in handling materials with more practice. Like S4, there is
limited social interaction and clay model observed for S5 during clay model sessions,
highlighting an area for improvement in peer interactions.

14
S6 actively engages Drawing, demonstrating a strong interest and participation in the tasks
provided. S6 shows creativity and originality in play dough designs, indicating a capacity for
imaginative approaches and innovative ideas. However, there is a need for improvement in fine
motor skills development, which could enhance the ability to manipulate materials with greater
precision. S6 engages positively with peers during Drawing sessions, demonstrating group
activities and interaction that supports shared learning experiences.
S7 actively participates Drawing , showing interest and involvement in the tasks provided.
However, there is a noted lack of creativity and originality in S7's group activities designs,
suggesting potential areas for promoting more imaginative approaches. S7 demonstrates
improvement in fine motor skills development, which is positive for handling play dough
materials effectively. S7 shows positive social interaction and clay model with peers during
play dough , which is beneficial for teamwork and shared learning experiences.
S8 shows lower engagement and participation in Drawing, which may impact their overall
involvement in learning through Drawing . There is a lack of demonstrated creativity and
originality in S8's Drawing designs, indicating potential areas for encouragement in generating
unique ideas. Despite lower engagement, S8 demonstrates improvement in fine motor skills
development, which is positive for handling materials effectively. However, there is limited
social interaction and Drawing observed for S8 during group activities sessions, highlighting a
need to foster more peer interactions.
Similar to S8, S9 demonstrates lower engagement and participation in Drawing activities,
which may impact their overall learning experience. Despite lower engagement, S9 exhibits
creativity and originality in Drawing activities designs, indicating potential for creative
expression when more actively involved. S9 shows improvement in fine motor skills
development, suggesting progress in handling materials with more practice. S9 engages
positively with peers during Drawing activities sessions, demonstrating group activities and
interaction that supports shared learning experiences.
S10 actively participates Drawing , showing interest and involvement in the tasks provided.
S10 demonstrates creativity and originality in Drawing designs, indicating a capacity for
imaginative approaches and innovative ideas. However, there is a need for improvement in fine
motor skills development, which could enhance the ability to manipulate materials with greater
precision. S10 engages positively with peers during Drawing activities sessions, demonstrating
clay model and interaction that supports shared learning experiences.
S11 actively engages in Drawing , demonstrating a strong interest and participation in the tasks
provided. S11 shows creativity and originality in Drawing activities designs, indicating a
15
capacity for generating innovative ideas and approaches. However, there is a need for
improvement in fine motor skills development, which could enhance the ability to manipulate
materials with greater dexterity. S11 engages positively with peers during Drawing activities
sessions, demonstrating Drawing and interaction that supports shared learning experiences.
S12 actively participates in Drawing, showing interest and involvement in the tasks provided.
S12 exhibits creativity and originality in Drawing activities designs, indicating a capacity for
imaginative approaches and innovative ideas. S12 demonstrates improvement in fine motor
skills development, suggesting progress in handling materials with more practice. S12 engages
positively with peers during Drawing s sessions, demonstrating Drawing and interaction that
supports shared learning experiences.
S13 actively participates in Drawing, demonstrating a strong interest and participation in the
tasks provided. S13 shows creativity and originality in group activities designs, indicating a
capacity for generating innovative ideas and approaches. S13 demonstrates improvement in
fine motor skills development, suggesting progress in handling materials with more practice.
S13 engages positively with peers during group activities sessions, demonstrating group
activities and interaction that supports shared learning experiences.
S14 actively participates in Drawing, showing interest and involvement in the tasks provided.
S14 exhibits creativity and originality in Drawing designs, indicating a capacity for imaginative
approaches and innovative ideas. S14 demonstrates improvement in fine motor skills
development, suggesting progress in handling materials with more practice. S14 engages
positively with peers during Drawing activities sessions, demonstrating group activities and
interaction that supports shared learning experiences.
S15 actively engages in Drawing, demonstrating a strong interest and participation in the tasks
provided. However, there is a lack of demonstrated creativity and originality in S15's Drawing
activities designs, suggesting potential areas for promoting more imaginative approaches. S15
shows improvement in fine motor skills development, which is positive for handling Drawing
activities materials effectively. S15 exhibits limited social interaction and group activities with
peers Drawing activities sessions, indicating a need to foster more peer interactions.
Conclusion:
Overall, the majority of students demonstrated active engagement and participation in Drawing
is a part of group discussion , indicating a general interest and willingness to participate in
hands-on learning experiences. This engagement is crucial as it fosters a positive learning
environment where students are motivated to explore and create. Creativity and originality
varied among students, with many showing potential for innovative thinking in their Drawing
16
activities designs. However, some students exhibited less creativity, suggesting a need for
encouragement and structured activities that stimulate imaginative approaches. Fine motor
skills development showed positive progress among most students, highlighting the benefits of
clay model in Developing dexterity and control over materials. Continued practice and varied
tasks can further enhance these skills, supporting overall motor development. Social interaction
and group activities during clay model sessions were generally positive, with many students
engaging well with their peers. This aspect is essential not only for teamwork but also for
Developing communication skills and learning from shared experiences.
Q.10 Summary of the Project. (What and how was the research conducted – main
objective, process and findings)
Background:
The project was conducted at Govt. Girls Primary School, ------, focusing on Developing fine
motor skills in early childhood through Group Activities Among 4th Class Students. The school
serves a community with diverse socio-economic backgrounds, where the majority of teachers
are involved in education with varying earning trends. The literacy rate in the area is moderate,
with a focus on Developing academic quality through innovative teaching methods.
Objective:
The main objective of the project was to enhance creative arts skills among Primary Level
students through grouping l . This aimed to foster creativity, improve fine motor skills, promote
social interaction, and boost overall engagement in learning.
Methodology:
The research employed an action research approach, involving close group activities with
teachers, supervisors, and parents. The process included selecting specific play dough tailored
to the students' developmental needs and interests. Data collection methods included direct
observation, teacher assessments, and student feedback using a checklist with a 4-point Likert
scale to evaluate engagement, creativity, fine motor skills development, and social interaction.
Findings:
Most students demonstrated active engagement and participation Drawing in this activities .
Many students showed potential for creativity and originality in their Drawing activities
designs, with variations observed among individuals. There was noticeable improvement in
fine motor skills among students, attributed to regular practice and varied Drawing tasks.
Positive social interactions were observed among students during clay model sessions,
fostering teamwork and peer learning. The project highlighted the effectiveness of clay model
in enhancing various skills among Primary Level students. It underscored the importance of
17
hands-on learning experiences in promoting creativity, Developing motor skills, and
encouraging social interaction. Recommendations included continued integration of Drawing
into the curriculum, tailored support for students with varying needs, and ongoing professional
development for educators to enhance teaching methodologies in creative arts education.
Q.11 How do you feel about this practice? What have you learnt? (Self-reflection)
Reflecting on this practice of conducting research and implementing creative arts through
group activities among Primary Level students, I feel a sense of fulfillment and learning. Here
are some key reflections on what I have learned from this experience:
1. I've learned firsthand the significant hands-on learning experiences, especially in early
education. Drawing not only engage students actively but also enhance their creativity and
problem-solving skills.
2. Every student has unique strengths and areas for growth. Tailoring Drawing to individual
needs and interests is crucial for maximizing learning outcomes and fostering a positive
learning environment.
3. Collaborating with teachers, supervisors, parents, and students themselves was
instrumental in the success of this project. It highlighted the importance of teamwork and
shared responsibility in supporting student development.
4. Regular assessment using tools like checklists allowed for ongoing evaluation of student
progress. This continuous feedback loop is essential for adapting teaching strategies and
activities to meet evolving educational needs.
5. Seeing students actively engaged and motivated Drawing activities sessions reaffirmed the
importance of creating meaningful learning experiences. It reinforced my belief in the
power of intrinsic motivation and hands-on activities in education.
6. Personally, this project has enhanced my skills in planning and implementing educational
research. It has deepened my understanding of child development and the role of creativity
in early childhood education.
7. Addressing challenges such as varying levels of participation and creativity among students
provided valuable insights into educational equity and inclusive teaching practices. Each
challenge presented an opportunity for growth and improvement.
Q.12 What has it added to your professional skills as a teacher?
It has enhanced my ability to innovate in curriculum design and teaching methodologies.
Integrating Drawing has shown me new ways to make learning engaging and effective. I've
developed skills in tailoring instruction to meet diverse student needs. Drawing allow for
differentiation based on students' interests, abilities, and learning styles. Implementing a
18
structured approach to assess student engagement, creativity, fine motor skills, and social
interaction has improved my skills in formative assessment. This helps in providing timely
feedback and adapting teaching strategies accordingly. Working closely with colleagues,
supervisors, parents, and students has enhanced my play dough and communication skills.
Effective communication is crucial in fostering a supportive learning environment and building
partnerships with stakeholders. Through observing students' responses and progress Drawing ,
I've gained deeper insights into child development, particularly in areas like fine motor skills
development and social-emotional growth. Managing play dough sessions requires adaptability
and flexibility in responding to unexpected challenges and adjusting activities based on real-
time feedback from students. Engaging in self-reflection and evaluation of teaching practices
has become integral. It helps in identifying strengths, areas for improvement, and ongoing
professional growth. Learning to foster intrinsic motivation and sustained engagement among
students through fine motor has been a key skill developed. This enhances overall classroom
dynamics and student participation.
Q.13 List the works you cited in your project (follow the APA manual – 6th Edition).
American Occupational Therapy Association. (2021). Occupational therapy practice
framework: Domain and process (4th ed.). Retrieved from https://www.aota.org
Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, R., Worzalla, S., & Turner, S. (2006). The
relation between motor and cognitive abilities in 3-year-old children. Infant Behavior
and Development, 29(3), 340-348. https://doi.org/10.1016/j.infbeh.2006.01.001
Eccles, J. S. (2004). Schools, academic motivation, and stage-environment fit. In Handbook of
adolescent psychology (Vol. 1, pp. 125-153). Wiley.
https://doi.org/10.1002/9780471726746.ch5
Feldman, R., Eidelman, A. I., & Rotenberg, N. (2011). The effects of early motor development
on later motor skills and academic achievement. Early Human Development, 87(10),
641-646. https://doi.org/10.1016/j.earlhumdev.2011.06.013
Foley, J. T., Matson, J. L., & Lattimore, T. F. (2008). The Peabody Developmental Motor
Scales: An analysis of reliability and validity. Journal of Developmental & Behavioral
Pediatrics, 29(3), 184-190. https://doi.org/10.1097/DBP.0b013e31816e0fbd
Gardner, H. (2006). Multiple intelligences: New horizons. Basic Books.
Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and
maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
https://doi.org/10.1542/peds.2006-2697

19
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative,
competitive, and individualistic learning. Allyn & Bacon.
Piek, J. P., Dawson, L., Smith, L. M., & Gasson, N. (2008). The role of motor ability in the
development of academic achievement in children. Human Movement Science, 27(5),
683-697. https://doi.org/10.1016/j.humov.2008.01.005
Pellegrini, A. D., & Smith, P. K. (1998). The role of play in the development of children's
social skills and cognitive abilities. Child Development, 69(1), 1-12.
https://doi.org/10.1111/j.1467-8624.1998.tb06169.x
Tamis-LeMonda, C. S., Shannon, J. D., & Cabrera, N. J. (2014). The role of early motor
development in the cognitive development of young children. Early Childhood
Research Quarterly, 29(3), 316-324. https://doi.org/10.1016/j.ecresq.2014.02.001
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.

20

You might also like