The Effect of Spontaneous Play in Nature on the Fine Motor Skills and Visual-Motor Integration of Preschool Children

Document Type : Original Articles

Authors
Zahra Fathirezaie 1
Kosar Abbaspour 2
Shirin Yazdani 1
1 Assistant Professor, Department of Motor Behavior, School of Physical Education and Sports Sciences, University of Tabriz, Tabriz, Iran
2 MSc Student, Department of Motor Behavior, School of Physical Education and Sports Sciences, University of Tabriz, Tabriz, Iran
10.22122/jrrs.v14i3.3272
Abstract
Introduction: The purpose of this study was to investigate the effect of spontaneous play in nature on the fine motor skills and visual-motor integration of preschool children.Materials and Methods: In this semi-experimental research with pretest-posttest design, two groups were selected using convenient sampling method. Statistical sample of research consisted of 30 preschool children aged 4.5-6.5 years (15 from the Nature School and 15 from kindergarten). The fine motor skills and visual-motor integration were assessed using Bruininks-Oseretsky Test of Motor Proficiency and the Beery-Buktenica Developmental Test, respectively.Results: MANOVA test showed that outdoor space activity had positive and significant effect on all of the variables of fine motor skills (P = 0.001) and visual-motor integration (P = 0.001) of children. While indoor space activity had a significant effect on visual-motor integrity (P = 0.013) and among the variables of fine motor skill, only on visual-motor control (P = 0.048). Outdoor and indoor spaces activity caused 71% and 13% changes in visual-motor control and 88% and 20% changes in visual-motor integrity in children, respectively.Conclusion: The type of environment which children play, have significant effect on their development. The natural environment is rich from stimulants, which has a remarkable effect on children’s development. Therefore, it is suggested that children have more activity in natural environment during their childhood to improve their motor and perceptual development.
Keywords
Spontaneous play
Nature
Motor skills
Visual motor coordination
Children
  1. Nesbitt KT, Fuhs MW, Farran DC. Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade. Early Child Res Q 2019; 46: 262-74.
  2. Gallahue DL, Ozmun JC. Understanding motor development: Infants, children, adolescents, adults. New York, NY: McGraw-Hill; 2006. p. 248-70.
  3. Czalczynska-Podolska M. The impact of playground spatial features on children's play and activity forms: An evaluation of contemporary playgrounds' play and social value. J Environ Psychol 2014; 38: 132-42.
  4. Louv R. Last child in the woods: Saving our children from nature-deficit disorder. New York, NY: Algonquin Books; 2005. p. 23-9.
  5. Lester S, Maudsley M, Play England P, National Children's Bureau. Play, naturally: A review of children's natural play. Bristol, UK: Play England; 2007.
  6. Freeman C, Tranter P. Children and their urban environment: Changing worlds. London, UK: Routledge; 2012. p. 67.
  7. Christiana RW, Battista RA, James JJ, Bergman SM. Pediatrician prescriptions for outdoor physical activity among children: A pilot study. Prev Med Rep 2017; 5: 100-5.
  8. Wang X, Woolley H, Tang Y, Liu Hy, Luo Y. Young children's and adults' perceptions of natural play spaces: A case study of Chengdu, southwestern China. Cities 2018; 72: 173-80.
  9. Bell PA, Greene TC, Fisher JD, Baum A. Environmental psychology. Mahwah, NJ: Lawrence Erlbaum; 2001. p. 56.
  10. Ghasemi A, Maghsoodi M, Daneshfar A. Comparison of motor and cognitive development between typically developing preschool children and children born low birth weight. Motor Behavior 2017; 9(28): 129-40. [In Persian].
  11. Lisa PK, Iris P, Clement C. the impact of a natural playscape installation on young children's play behaviors. Child Youth Environ 2013; 23(2): 49-77.
  12. Araujo D, Brymer E, Brito H, Withagen R, Davids K. The empowering variability of affordances of nature: Why do exercisers feel better after performing the same exercise in natural environments than in indoor environments? Psychol Sport Exerc 2019; 42: 138-45.
  13. Muller AB, Valentini NC, Bandeira PFR. Affordances in the home environment for motor development: Validity and reliability for the use in daycare setting. Infant Behav Dev 2017; 47: 138-45.
  14. Homaynnia Firoozjah M, Sheikh M, Hemayattlab R, Shahnaz S. The effect of provision (Educational environment and physical activity) on the improvement of motor moments in children with mental disorders. Armaghane-danesh 2018; 23(3): 334-49. [In Persian].
  15. Abri S, Hajyousefi A, Hajbabayi H, Rahgozar M. Comparison of social development between 3-6 years old children who use rural child care center services and who don`t. Social Welfare 2011; 11(41): 343-68. [In Persian].
  16. Maynard T, Waters J. Learning in the outdoor environment: a missed opportunity? Early Years 2007; 27(3): 255-65.
  17. Bento G, Dias G. The importance of outdoor play for young children's healthy development. Porto Biomed J 2017; 2(5): 157-60.
  18. Bilton H. Outdoor learning in the early years: Management and innovation. London, UK: Routledge; 2010. p. 34-8.
  19. Woolley H, Lowe A. Exploring the relationship between design approach and play value of outdoor play spaces. Landsc Res 2013; 38(1): 53-74.
  20. Dyment JE, Bell AC. Grounds for movement: Green school grounds as sites for promoting physical activity. Health Educ Res 2008; 23(6): 952-62.
  21. Stephenson A. Physical Risk-taking: dangerous or endangered? Early Years 2003; 23(1): 35-43.
  22. Fjortoft I. the natural environment as a playground for children: the impact of outdoor play activities in pre-primary school children. Early Child Educ J 2001; 29(2): 111-7.
  23. Fjortoft I. Landscape as playscape: The effects of natural environments on children's play and motor development. Child. Youth Environ 2004; 14(2): 21-44.
  24. Tim G. The Benefits of children's engagement with nature: a systematic literature review. Child. Youth Environ 2014; 24(2): 10-34.
  25. Delavar A. Research method in psychology and education sciences. 3rd ed. Tehran, Iran: Virayesh; 1998. p. 99. [In Persian].
  26. Wrotniak BH, Epstein LH, Dorn JM, Jones KE, Kondilis VA. The relationship between motor proficiency and physical activity in children. Pediatrics 2006; 118(6): e1758-e1765.
  27. Klein S, Guiltner V, Sollereder P, Cui Y. Relationships between fine-motor, visual-motor, and visual perception scores and handwriting legibility and speed. Phys Occup Ther Pediatr 2011; 31(1): 103-14.
  28. White J. Playing and learning outdoors: Making provision for high quality experiences in the outdoor environment with children 37. 2nd. London, UK: Routledge; 2013. p. 110-5.
  29. Wilson R. Nature and young children: Encouraging creative play and learning in natural environments. London, UK: Routledge; 2007. p. 70.
  30. Luchs A, Fikus M. A comparative study of active play on differently designed playgrounds. Journal of Adventure Education and Outdoor Learning 2013; 13(3): 206-22.
  31. Farsi AR, Abdoli B, Kavyani M, Kavyani a. Effect of early perceptual-motor enrichment on later fine motor development process of infants. J Mod Rehabil 2012; 6(3): 50-6. [In Persian].
  32. Hart CH, Sheehan R. Preschoolers' play behavior in outdoor environments: Effects of traditional and contemporary playgrounds. Am Educ Res J 1986; 23(4): 668-78.
  33. Luchs A, Fikus M. Differently designed playgrounds and preschooler’s physical activity play. Early Child Dev Care 2018; 188(3): 281-95.
  34. Gabbard C. Lifelong motor development. London, UK: Pearson; 2011. p. 40-60.
  35. Santrock JW. Child Development. 10th ed. New York, NY: McGraw-Hill; 2004.
  36. Cui Y, Zhu Y, Laukkanen H, Rabin J. Evaluation of visual-motor integration skills in preschool and elementary school-aged Chinese children [MSc Thesis]. Forest Grove, OR: Pacific University; 2004.
  37. Dyson AH. Puzzles, Paints, and Pencils: Writing Emerges. Educational Horizons 1985; 64(1): 13-6.

Article View 12,566
PDF Download 4,750