An Assessment of Knowledge , Attitude and Practices of Teachers on the Development of Fine Motor Skills in Preschool Children in Addis Ababa, Gulele Sub- City: The Case of Phase Academy Primary School
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Date
2024-10
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Addis Ababa University
Abstract
Fine motor skills allow to carry out the execution of crucial tasks in people's daily lives, increasing
their independence and self-esteem. In the school context, teachers play a crucial role in fostering
fine motor development in early childhood through various strategies and activities. This study,
therefore, aims to assess the knowledge, attitudes, and practices of preschool teachers at Phase
Academy Primary School in Addis Ababa, Gulele Sub-City, regarding the development of fine
motor skills in preschool children. A descriptive qualitative approach was used to deeply
understand this situation. Data were collected through interviews, observation and document
reviews. Through qualitative interviews and thematic analysis, the study explores teachers'
understanding of fine motor skills, their observations of children's fine motor development, the
methods and interventions they employ, and the challenges they encounter. The results show that
while teachers possess a basic understanding of fine motor skills, there are significant gaps in
their knowledge, particularly concerning developmental milestones and distinguishing fine motor
skills from other developmental areas. Teachers observed various difficulties in students' fine
motor skills, such as challenges with tasks like tying shoes, buttoning clothes, using scissors, and
handwriting. The methods used to develop these skills included cutting with scissors, coloring, and
ball throwing, but were often hindered by a lack of formal training and resources. Additionally,
the study highlights the absence of a dedicated national strategy and specific school-level
protocols for fine motor development. Despite these challenges, teachers recognize the critical
role of fine motor skills in children's overall learning and development. The study concludes with
recommendations for enhanced teacher training, resource provision, and greater parental
involvement, as well as suggestions for future research to further explore effective strategies for
fine motor skills development in early childhood education.
Keywords: Fine Motor Skills, Pre-school children, Pre-school education, pre-school Teachers,
Knowledge, Attitude, Practice, Assessment, Phase Academy Primary School, Addis Ababa,
Ethiopia, Qualitative study, thematic analysis
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Keywords
Fine Motor Skills, Pre-school children, Pre-school education, pre-school Teachers, Knowledge, Attitude, Practice, Assessment, Phase Academy Primary School, Addis Ababa, Ethiopia, Qualitative study, thematic analysis