CAPSTONE PREPARATION
Before the doctoral capstone experience, a needs assessment and literature review were completed to support the use of a structured motor skills program for preschoolers.
The needs assessment included consulting with several local school-based OT practitioners, preschools, and a national leader in OT/early childhood development to discuss the need for a structured motor skills program for preschoolers.
Early childhood is considered a crucial period of development; therefore, providing young children with opportunities to acquire skills that enable gradual control of the body is essential (Costa et al., 2015). Ruiz-Esteban et al. (2020) found preschool children who followed a directed movement program presented with higher leg and arm coordination than the control group who followed a free-play design. According to an explorative survey by Brian et al.(2018), 92 percent of preschool teachers reported they do not lead any structured, teacher-led physical education or physical activity programs.
PROJECT DESCRIPTION
This project focused on developing a motor skills program that follows the progression of fundamental motor skills in early childhood. The eight-week program titled "Little Bodies Big Moves" includes weekly activities, activity descriptions, activity modifications, QR code links to weekly activity videos, and current research describing the benefits of implementing motor skill programs with preschoolers. Additional resources were created to supplement the eight-week motor skills program and can be found on the "Little Bodies Big Moves" Teachers Pay Teachers account.
MISSION STATEMENT:
To develop a fundamental motor skills program for preschool children that follows appropriate development
VISION STATEMENT:
The project will provide preschool teachers with a progressive motor skills program to appropriately follow fundamental motor skill development in early childhood.
AREAS OF FOCUS:
- Program and Policy Development
- Education (secondary)
- Clinical Practice
TARGET POPULATION:
Children and Youth
CAPSTONE SITE:
Huntington University (Fort Wayne Campus)
PROJECT OUTCOMES
DELIVERABLE #1: Certificate of completion for at least one educational course
Total hours: 15.5
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DELIVERABLE #2: Creation of at least one educational resource describing/demonstrating monthly activities
Found in the electronic binder/QR codes to demonstration videos are provided for additional support
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DELIVERABLE #3: Creation of at least one educational resource explaining the benefits/research supporting the progression of activities
Found in the electronic binder
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DELIVERABLE #4: Completed and signed documentation of school-based professional observation hours
Total hours: 32.75
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DELIVERABLE #5: Completion of a case study
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DELIVERABLE #6: Creation of a website
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LITTLE BODIES BIG MOVES: A MOTOR SKILLS PROGRAM FOR PRESCHOOLERS
Within the program, teachers will find weekly activities focusing on core strength/stability, shoulder strength/stability, balance, bilateral coordination, sequencing, and motor planning. Each week follows a new theme for an engaging, fun approach to the movements! Weekly themes include animals, superheroes, food, outer space, into the sea, carnival, camping, and race cars!
YOUTUBE PAGE
THE LITTLE BODIES BIG MOVES YOUTUBE PAGE FEATURES VIDEOS FOR WEEKS 1-8 OF THE PROGRAM TO ASSIST TEACHERS IN LEADING THE WEEKLY ACTIVITIES! QR CODES/LINKS TO THE VIDEOS CAN BE FOUND IN THE ELECTRONIC BINDER.
EXPERT MENTOR
Jennifer Bradtmiller, Second Grade Teacher
Mrs. Bradtmiller was previously the Lead Brain Gym Specialist at Blackhawk Christian Preschool Academy in Fort Wayne, IN where she played a key role in designing/creating the Brain Gym space as pictured below.
She provided insightful suggestions to adapt the program in a manner that would best suit teachers' needs.
project's Impact
Education: OTs and OTAs play an integral role in educating parents, caregivers, and preschool faculty on the role of development for children with and without disabilities (Jasmin et al., 2018). The electronic binder includes the reasoning behind each program activity, lists of typical developmental milestones for children ages 3-5, and the evidence behind utilizing a motor skills program with preschoolers.
Program and Policy Development: By creating a structured, teacher-led motor skills program, the goal is to improve fundamental motor skills in preschoolers for increased occupational performance in the classroom setting. The program was designed to incorporate fun, creative weekly themes to provide a playful environment.
Clinical Practice Skills: My clinical practice skills were increased by spending over 30 hours alongside various school-based professionals, primarily a school-based occupational therapist. The experiences allowed me to observe general education and developmental preschool classrooms as children engaged in various educational and play activities.
FUTURE IMPACT
Program Impact
- Future use of the program will continue to be encouraged through social marketing platforms, including the website and Instagram page.
- The Teachers Pay Teachers website allows preschool faculty to check out other resources or the free downloadable electronic binder.
- Other resources available to download/purchase in the future may include an e-book for a Little Bodies Big Moves Story/movement integration, program-themed crazy eight tracks, and an animal movement game sheet.
Personal Impact:
I am excited to use the knowledge I gained from this doctoral capstone experience as a future occupational therapy practitioner. The process allowed me to grow professionally and personally in ways I could not have imagined. By stepping out of my comfort zone, my communication and critical reasoning skills grew greatly throughout the experience. Currently, I foresee myself working with the pediatric population in some capacity, whether in early intervention services, outpatient, or school-based occupational therapy services.
A SPECIAL THANK YOU TO...
Jennifer Bradtmiller: for her continued guidance, support, and insightful suggestions
Dr. Bergstresser-Simpson: for her support and recommendations to enhance the project
Dr. Rivera: for his guidance throughout the doctoral capstone experience
The Chapel Christian Preschool and Sonrise Christian Preschool Academy: for their willingness to let me share my program with their staff and lead activities with their preschool classes
REFERENCES
Bellows, L. L., Davies, P. L., Anderson, J., & Kennedy, C. (2013). Effectiveness of a physical activity intervention for head start preschoolers: A randomized intervention study. The American Journal of Occupational Therapy, 67(1), 28–36. https://doi.org/10.5014/ajot.2013.005777
Brian, A., Pennell, A., Sacko, R., & Schenkelburg, M. (2018). Preschool teachers’ preparedness for knowing, enabling, and meeting the active start guidelines for physical activity. Journal of Motor Learning and Development. https://doi.org/10.1123/jmld.2017-0333
Costa, H. J., Barcala-Furelos, R., Abelairas-Gomez, C., & Arufe-Giraldez, V. (2015). The influence of a structured physical education plan on preschool children's psychomotor development profiles. Australasian Journal of Early Childhood, 40(2), 68–77. https://doi.org/10.1177/183693911504000209
Hardy, L. L., King, L., Farrell, L., Macniven, R., & Howlett, S. (2010). Fundamental movement skills among Australian preschool children. Journal of Science and Medicine in Sport, 13(5), 503–508. https://doi.org/10.1016/j.jsams.2009.05.010
Pecuch, A., Gieysztor, E., Wolanska, E., Telenga, M., & Paprocka-Borowicz, M. (2021). Primitive reflex activity in relation to motor skills in healthy preschool children. Brain Sciences, 11(967), 1-16. https://doi.org/10/3390/brainsci11080967
Ruiz-Esteban, C., Andres, J. T., Mendez, I., & Morales, A. (2020). Analysis of motor intervention program on the development of gross motor skills in preschoolers. International Research and Public Health, 17(13) 1-12. https://doi.org/10.3390/ijerph17134891
Stanojevic, I. (2016). Influence of programmed exercise on the motor abilities of preschool children. International Journal of Cognitive Research in Science, Engineering, and Education, 4(1) 55-58. https://doi.org/10.5937/IJCRSEE1601055SUDK
Credits:
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