The Influence of a Sensorimotor Handwriting Programme on the Emergent Handwriting Development and Motor Proficiency of Junior Infant Children
Keywords:
Motor Development, Handwriting, Emergent Handwriting, Infant Education, Motor Skills, Fundamental Movement, Sensorimotor, Inclusive Practice, Gross Motor, Fine Motor, Visual PerceptionAbstract
The focus of this paper is on the influence of a sensorimotor handwriting programme on the emergent handwriting skills and motor proficiency of junior infant children attending DEIS and non-DEIS schools, and on the practice, knowledge and perceptions of their teachers in relation to sensorimotor development.
The study incorporated a mixed methods approach with two phases of data collection. The first phase involved assessment of fine and gross motor skills of 178 children from three DEIS schools and three non-DEIS schools using the standardised BOT-2 test (Bruininks & Bruininks, 2005). Assessment results provided the rationale for, and informed the adaptation and implementation of, a sensorimotor handwriting programme across the six participating schools. During phase two, the class teachers participated in a professional development initiative, following which they implemented the sensorimotor handwriting programme with the participating children over a 16-week period. Post-implementation of the programme, children were retested using the BOT-2, and semi-structured interviews were employed to gather information relating to changes in teachers’ perceptions, knowledge and practice in relation to sensorimotor development and the sensorimotor handwriting programme.
The key findings of this study revealed that children in the DEIS schools entered junior infants with lower motor proficiency than the children in non-DEIS schools, while post-implementation of the sensorimotor handwriting programme, there was no longer a statistically significant difference. What is clear from the participating teachers’ responses is that they gained new knowledge and understanding in relation to sensorimotor development and emergent handwriting skills, and that the sensorimotor handwriting programme was positively received and regarded. All ten of the participating teachers reported that children’s enjoyment and motivation in relation to handwriting increased.
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