Abstract

Importance of Fine Motor Skill Development in Preschool:

Professional Development
By
Kiri Fluetsch
Master of Arts in Early Childhood Education Curriculum and Instruction
Saint Marys College of California, 2015
Suzy Thomas, Chair

There is a lack of consistency in the education of early childhood educators making

professional development opportunities important. Professional development tools will
aide in educating early childhood professionals and maintain consistency in the
knowledge base of our educators. This synthesis project was created to provide a
research based professional development tool for early childhood professionals in the
area of fine motor development. The professional development was evaluated by six
professionals who work with preschool aged children in the field of occupational therapy
and education. These professionals all agreed that the professional development was
accurate and improved their knowledge of the importance of fine motor development in
early childhood.

Acknowledgements
This project would not have been possible without the support and encouragement of
many people. Many thanks to my chair, Suzy Thomas, Ph.D., who read my numerous
revisions and helped, encourage the development of my project. Thanks to my reader
and program coordinator, Patricia Chambers, M.A., for continued guidance and support
through my years at St. Marys College and the masters process. Thank you to Dr. Ani
Moughamian, your guidance throughout this process helped in my understanding of
educational research and its importance in the future of education. And finally, thanks to
my family, friends and colleagues who endured this process with me, always offering
support and encouragement

This project focused on the professional development of early childhood educators to

assist in the assessment of fine motor development in young children. Cantell, Smyth,
and Abhonens (1994) study on motor delay of 5-year-olds suggested that young
children with developmental motor delays tend to have difficulties in motor, educational,
and social skills development as they age. Early identification of motor problems and
early intervention by schools to help young children develop their motor skills could
positively impact childrens later academic achievement (Brown, 2010). Prioritizing fine
motor development in the early childhood classroom will benefit childrens later
academic achievement (Case-Smith, 2000). Fine motor delay is a developmental delay
of fine motor control (IDEA, 2004a). Fine motor control is the coordination of muscles,
bones and nerves to produce small, precise movements (Kimmel & Ratliff-Schaub,
2011). The Individuals with Disabilities Education Act (IDEA, 2004a) places a fine motor
delay under the domain of a developmental delay. A developmental delay, as defined
by IDEA, refers to any child who experiences delay as measured by appropriate
diagnostic instruments and procedures defined by the state in the domains of physical,
cognitive, communication, social, emotional or adaptive development and who may
need special education or related services. The challenge is, however, that the eligibility
to receive outside services depends upon the diagnosis of a developmental disability
[34 CFR 300.8(b)] (IDEA, 2004b). According to the California Welfare and Institution
Code 4512, a developmental disability must originate before the age of 18 and continue
indefinitely and constitute a substantial disability for the individual. The term
developmental disability also includes disabling conditions found to be closely related to
an intellectual disability or require 2 similar services but does not include conditions that
are solely physical, such as fine motor delay (Cal. Welf. & Inst. Code 4512). These
definitions make it almost impossible for a young child to receive support based on a
demonstration of delay in fine motor abilities. This lack of support for delay makes the
teachers knowledge of fine motor development and classroom and material adaptations
crucial in preventing these children from falling behind academically, as well as
curbing their frustrations with schoolwork early on. It is important to keep children
positive in an early childhood setting and foster their determination, which will help them
continue to be determined down the road in their academic careers. Recent research
has documented strong associations between childrens fine motor skills and their later
academic achievement. This relationship has been found in multiple diverse samples
(Grissmer, Grimm, Aiyer, Murah, & Steele, 2010; Son & Meisels, 2006). Grissmer et
al. (2010) explained that there could be a causal link between motor development and
cognition because most of the activities that build cognitive skills also involve the use of
fine motor skills. They also stated that poor fine motor skills could make cognitive
learning and performance more difficult because of the important role fine motor skills
play in cognitive activities. A study by Iverson, Berg, Ellertsen, and Tonnessen (2005)
showed that children with fine motor skill delay often have trouble learning how to read.
Brown (2010) reported that it is possible to identify motor coordination difficulties at
earlier ages than reading or other cognitive difficulties. This would mean that early
childhood educators are essential in identifying early motor difficulties and those
children who would benefit from intervention. Brown (2010) also suggested that early
identification of developmental motor problems would allow for early intervention. It was
found that there are high levels of association between early motor skills and later
cognitive attainment, which could mean that early intervention by schools to help
children develop their motor skills 3 would be beneficial (Brown, 2010). There are many
avenues for professional development for early childhood educators through First 5
California. First 5 California provides county comprehensive approaches to raising
educational standards through the CARES plus programs, and serves as a way to
increase the quality of early learning programs; however, early childhood educators still
lack the knowledge and proper tools to assess delays in fine motor development. Reid,
Chiu, Sinclair, Wehrmann, and Naseer (2006) examined the need for teacher
awareness of fine motor problems and occupational therapy, and tried early intervention
treatments for students with fine motor problems. The study identified teacher
awareness as the top priority. If teachers are knowledgeable in assessing and
recognizing possible delay, there is an increased chance of early intervention (Chiu,
Heidebrecht, Wehrmann, Sinclair, & Reid, 2008). The purpose of this synthesis project
was to develop a research-based professional development for early childhood
educators in the area of fine motor development. In addition, this project was developed
to assist early childhood educators with implementation and material strategies for
building fine motor development in the classroom.

Statement of the Problem

Recent research demonstrates a link between motor delays, difficulties and later
cognitive and academic achievement (Brown, 2010; Cameron et al., 2012; Chiu et al.,
2008; Grissmer et al., 2010). Cameron et al. (2012) examined the contributions of fine
motor skills and executive functioning on kindergarten achievement. Researchers found
that executive functioning and fine motor skills make independent but significant
contributions to childrens entry level achievement as well as improvement throughout
the kindergarten year (Cameron et al., 2012). Browns (2010) intervention study
discussed the necessity of improving fine motor skills in young 4 children and the
scientific research behind its connection with cognition. Brown (2010) also discusses
the research behind co-morbidity between poor motor skills and diagnosed cognitive
disorders. Grissmer et al. (2010) found that fine motor skills were a very strong and
consistent predictor of later academic achievement. Their results indicated that fine
motor skills measured at kindergarten are important developmental skills that could
predict later academic achievement. In their research, Grissmer et al. (2010) detailed
neuroscience and developmental evidence for a motor-cognitive link. One primary
possibility for the causal link between motor and cognition is that most cognitive tasks
involve the use of fine motor skills (Grissmer et al., 2010). Many every day classroom
activities require fine motor functions; if a student struggles daily to perform these
functions, his or her self-esteem may eventually become affected, as well as his/her
ability to socialize (Chiu et al., 2008). One of the main goals of early education is to
help children develop their social emotional skills. Recognizing fine motor delays in
preschool could initiate early intervention, which may help to minimize social emotional
issues further down the road. Recent research has shown co-morbidity between poor
motor coordination and childhood cognitive disorders (Grissmer et al., 2010).
Longitudinal research shows high rates of comorbidity between motor co-ordination
difficulties and ADHD, speech and language deficits, perceptual deficits and behavioral
and psychiatric disorders (Iverson et al., 2005). Poor fine
motor skills can often make cognitive learning and performance more challenging
because of the
need for fine motor skills and control to complete cognitive tasks (Grissmer et al., 2010).
Not all
children who exhibit early fine motor delay will qualify for services; however, they will all
need
extra assistance in the classroom environment to bring their skills to developmentally
appropriate
levels.
5
Jean Piaget (1936) theorized that early motor movements are reflexive and in response
to
the environment. Over time the reflexive responses are more cognitively controlled as
children
attempt to master motor skills. One study examined two aspects of fine motor
development and
linked both to academic achievement (Carlson, Rowe, & Curby, 2013). This study
showed an
association between visual spatial integration skills, math and written expression. Visual
spatial
integration skills involve integrating fine motor movements with processed visual
information
from the environment (Sorter & Kulp, 2003). Similar to Piaget, Bushnell and Boudreau
(1993)
proposed the importance of early motor development as the framework for cognitive
development because through movement, children are able to interact with the world
and those
interactions lead to advanced cognition. Motor development is the prerequisite for other
areas of
development to be on track.
Despite documented links between cognition and motor skills in the early years, many
early childhood educators are not educated or supported through outside resources to
assess fine
motor skill and recognize delay (Chiu et al., 2008). Furthermore, early childhood
educators are
not provided with the tools needed to help in adapting materials and their environment
to assist
these children. Fine motor skills are associated with physical development and are only
one
measure within the framework of the California Preschool Curriculum and the
standardized
California Desired Results Developmental Profile (California Department of Education,
Child
Development Division, 2010, 2011). The California Preschool Instructional Network
(CPIN)
provides, facilitates, and coordinates professional development opportunities for early
childhood
educators. CPINs professional development opportunities are based on the California
Department of Educations preschool curriculum framework which does not highlight
fine motor
as a developmental domain (California Department of Education, Child Development
Division,
6
2010, 2011). Likewise, First 5 of California, a program adopted through the passage of
Proposition 10, provides professional development opportunities for early childhood
educators to
promote, support and optimize early childhood development. This organization does not
recognize fine motor as a primary domain in early childhood development, nor does it
provide
professional development opportunities for educators to learn about the importance of
fine motor
development (California Children & Families Commission, 1998). If research is showing
such
important causal links between fine motor skills and later cognition, it is imperative that
early
childhood educators have the opportunity to learn how to support children in this
domain.
Purpose of the Project
Results from a study exploring the diverse pathways of professional development in
early
childhood education by Fuligini, Howes, Lara-Cinisomo, and Karoly (2009) illustrated
the
potential need for professional development for early childhood educators. This study
indicated
the lack of consistency in the education of early childhood educators and showed the
importance
of current professional development to assist in their practice of education (Fuligini et
al., 2009).
Professional development will raise the quality of early childhood education programs
and assist
children who can most benefit from a high quality program (Fuligini et al., 2009). In
order to
achieve higher quality childcare, research has shown the importance of professional
development
and training for early childhood professionals (Weigel, Weiser, Bales & Moyses, 2012).
The purpose of this project was to develop a research-based professional development
program for early childhood educators in the area of fine motor development. This
project was
developed to assist early childhood educators in understanding the importance of fine
motor
development along with implementation strategies for building fine motor development
in the
classroom.
7
There has been a lack of professional development opportunities for early childhood
educators in the area of fine motor development. Through Chiu et als (2008) research it
was
shown that early childhood educators are not provided with the tools necessary to adapt
their
environment and teaching strategies to assist children who demonstrate fine motor
delays. The
professional development program and tool kit developed from this synthesis project
identified
the importance of fine motor development and provided a high quality program to assist
early
childhood educators in their classrooms.
Limitations
The recognized limitations of this project were that I relied on the evaluation by
professional development experts whom I had identified in the fields of early childhood
education and occupational therapy. I relied on these experts to give their professional
critique
of the project regardless of their professional relationship with me. This project is limited
to
early childhood educators and only some parts of fine motor development were included
based
on current assessments used by a developmental behavioral pediatrician. This project
will only
yield an introductory professional development intervention and suggested classroom
tools kit in
early childhood fine motor development.
Assumptions
It was assumed through empirical research that there is co-morbidity between fine
motor
delays and cognitive disorders such as ADD, ADHD (Grissmer et al., 2010; Iverson et
al., 2005).
Based on research, assumptions were made that fine motor skills have important links
to
cognition and cognitive disorders (Brown, 2010; Cameron et al., 2012; Chiu et al., 2008;
Grissmer et al., 2010; Iverson et al., 2005). Assumptions were made that the early
childhood
educators would have varied levels of education and experience (Bridges, Fuller,
Huang, &
8
Hamre, 2011; Early et al., 2007; Fuligni et al., 2009; Huss-Keeler, Peters, & Moss,
2013; Weigel
et al., 2012). It was assumed that experts would give professional opinions regardless
of their
professional relationship to me.
Operational Definition of Terms
ADHD. Attention deficit hyperactivity disorder (ADHD) is one of the most commonly
diagnosed childhood disorders that can affect the brain through adulthood. Symptoms
of ADHD
include difficulty maintaining focus throughout an activity, difficulty paying attention and
following multistep directions. Children can often have a difficult time controlling their
behavior and displaying hyperactivity (National Institute of Mental Health, NIMH, revised
2012).
Co-morbidity. When two diagnosed disorders occur in the same individual either
simultaneously or sequentially. The two disorders would be described as co-morbid.
Comorbidity
implies that the illnesses will affect the prognosis of one another (U.S. Department of
Health and Human Services, 2010).
Developmental delay. A disability among children ages three through nine which may
include a child (a) Who is experiencing developmental delays as defined by the state
and as
measured by appropriate diagnostic instruments and procedures in one or more of the
following
areas: Physical development, cognitive development, communication development,
social or
emotional development, or adaptive development; and (b) Who, by reason thereof,
needs special
education and related services [IDEA, 34 CFR 300.8(b)].
Fine motor control. The coordination of the muscular, skeletal and nervous systems to
produce delicate manipulations with the hands. Examples would include the
development of the
pincer grasp between the thumb and index and middle fingers allowing an individual to
9
manipulate precise movements with muscular control. Problems in the brain, spinal
cord,
peripheral nerves, muscles, or joints could all decrease the ability for fine motor control
(Kimmel, 2011).
First 5 California. A voter-approved initiative (Proposition 10) passed in 1998 to allot
funding for an integrated system of early childhood development services. These
services are
available for all children prenatal to the age of 5 (California Children & Families
Commission,
1998).
Individuals with Disabilities Education Act. The Individuals with Disabilities
Education Act (IDEA) is a law ensuring services to children with disabilities throughout
the
United States of America: IDEA governs how states and public agencies provide early
intervention, special education and related services to more than 6.5 million eligible
infants,
toddlers, children and youth with disabilities [20 U.S.C. 1400 (2004)].
Intellectual (cognitive) disability. Definitions of intellectual or cognitive disabilities are
characterized by difficulties in intellectual functioning and adaptive behaviors. Students
with
cognitive disabilities often struggle learning to read as well as developing listening and
reading
comprehension. These children may struggle with activities such as problem solving,
comprehension, memory and attention. The disability will originate before the age of 18.
(American Association on Intellectual and Developmental Disabilities, aaidd, 2010;
American
Psychiatric Association, APA, 2013).
Implications
Research shows the importance of fine motor development and its link to academic
achievement (Carlson et al., 2013). Early childhood educators are poorly equipped with
knowledge for assessing fine motor delays and tools to adapt their environment and
classroom
10
materials. Chiu et al. (2008) stated that when teachers had improved awareness of fine
motor
skills development, their students performance in the classroom improved and teachers
were
more satisfied with their students performance. Teachers are often unaware of how fine
motor
difficulties impact a students performance in the classroom (Chiu et al., 2008). The lack
of
awareness often hinders referral of services. The delay or lack of service could lead to
further
difficulty for students as they progress through their school careers (Chiu et al., 2008).
This
project involved a professional development program to assist early childhood
educators to
implement strategies for building fine motor development in the classroom. The fine
motor tool
kit was designed based on empirical research and focuses on the importance of early
fine motor
development and its scientific link to cognitive development. This tool kit will be one of a
kind
assistance to educators and students who may struggle with fine motor development
and control.
It is important for educators to have guidelines and suggestions for adapting their
environments
for the best possible learning outcomes for each of their students. This individualized
approach
will help young children develop at their own pace recognizing the possible need for
adaptations
to assist in development and provide a specialized education for each young student.