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TIIVISTELMÄ
Numminen, L. 2016. Lasten motoriset taidot kolmessa erilaisessa päiväkodissa. Liikuntakasvatuksen laitos, Jyväskylän yliopisto, liikuntapedagogiikan pro gradu -tutkielma, 62 s., 4 liitettä.
Motoriset perustaidot ovat kaiken liikkumisen perusta. Lapset viettävät paljon aikaa päiväkotiympäristössä, joten päiväkodilla ja sen ympäristöillä on merkitystä lasten kehitykseen. Lapsen normaaliin kehitykseen tarvitaan päivittäisiä mahdollisuuksia liikkua.
Tutkimuksen tarkoituksena oli selvittää kolmen erilaisen päiväkodin (liikuntapäiväkodin, kunnallisen päiväkodin ja steinerpäiväkodin) lasten motoriset perustaidot ja niiden erot. Lisäksi tavoitteena oli selvittää, millaista motoristen perustaitojen hallinta oli eri päiväkotien lapsilla. Kahden päiväkodin ympäristöjä tarkasteltiin kyselylomakkeen avulla. Kustakin päiväkodista valittiin 15 3–6-vuotiasta lasta, joiden motorisia taitoja analysoitiin Test of Gross Motor Development Third Edition -testistön avulla. Lasten suoritukset videoitiin analysointia varten. Analysoinnissa havainnoitiin motoristen arviointikriteerien hallintaa kahdessa peräkkäisessä suorituksessa ja merkittiin yksi piste, jos lapsi osasi kriteerin ja nolla pistettä, jos lapsi ei osannut kriteeriä. Aineiston analysoitiin käytettiin IBM SPSS Statistics 22 -ohjelmistoa. Aineisto käsiteltiin sekä liikkumistaitojen ja käsittelytaitojen osalta että jokaisen testiosion kohdalta erikseen.
Lasten motorisissa taidoissa ei havaittu tilastollisesti merkitseviä eroja eri päiväkotien välillä. Muiden päiväkotien lapsiin verrattuna liikuntapäiväkodin lapset saivat korkeampia pistemääriä konkassa (ka 5,07 pistettä), tasaponnistuksessa eteen (ka 4,27 pistettä) ja pallon pompotuksessa (ka 2.13 pistettä). Muiden päiväkotien lapsiin verrattuna kunnallisen päiväkodin lapset saivat korkeampia pistemääriä hyppelyssä (ka 2,31 pistettä), sivulaukassa (ka 6,13 pistettä) ja potkussa (ka 3,60 pistettä). Muiden päiväkotien lapsiin verrattuna steinerpäiväkodin lapset saivat korkeampia pisteitä juoksussa (ka 7,80 pistettä), laukassa (ka 4,07 pistettä), kahden käden mailasivulyönnissä (ka 5,53 pistettä), yhden käden mailasivulyönnissä (ka 2,47), kahden käden kiinniotossa (ka 3,47 pistettä), yliolan heitossa (ka 2,93 pistettä) ja aliolan heitossa (ka 5,13 pistettä). Steinerpäiväkodin lapset saivat myös muiden päiväkotien lapsia korkeammat pistekeskiarvot liikkumis- ja käsittelytaitojen sekä kaikkien testiosioiden summamuuttujissa. Kruskall-Wallis -testin mukaan erot eivät kuitenkaan olleet tilastollisesti merkitseviä (p=0,578). Motoristen taitojen arviointikriteerien hallinnan tarkastelu osoitti, että kaikkien päiväkotien lapsilla suurimmat onnistumisprosentit olivat juoksun kriteereissä. Suurin onnistumisprosentti oli juoksun ”vastakkaiset kädet”-kriteerissä ja pienin onnistumisprosentti vuorohyppelyn ”vastakkaiset kädet koukistettuna”-kriteerissä.
Tämän tutkimuksen perusteella päiväkodilla ja sen toimintaympäristöllä ei ollut tilastollista merkitsevää yhteyttä lasten motorisiin perustaitoihin. Koska otos oli niin pieni, ei voida tehdä johtopäätöksiä tämän tutkimuksen perusteella päiväkodin ja motoristen perustaitojen yhteydestä. Steinerpäiväkoti sai parempia pisteitä kuin muiden päiväkotien lapset useammissa tehtävissä, mutta erot eivät olleet tilastollisesti merkitseviä. Koska steinerpäiväkodista ei saatu vastauksia kyselylomakkeeseen, päiväkotien liikuntaympäristöjä ja -välineitä ei voida vertailla muuta kuin liikuntapäiväkodin ja kunnallisen päiväkodin välillä. Kunnallisessa päiväkodissa oli enemmän ulkoliikuntavälineitä kuin liikuntapäiväkodissa, mikä voi osaltaan selittää kunnallisen päiväkodin parempia pistemääriä liikkumis- ja käsittelytaidoissa.
ABSTRACT
Numminen, L. 2016. Children’s motor skills in different day care centers. Department of sport sciences, University of Jyväskylä, Master’s Thesis, 62 pp. 4 appendices.
Motor skills are the foundation of all movement. The type of physical activity in day care centers is significant as children spend a great amount of time every day in those kinds of environments. The normal development of a child requires daily opportunities to move and to be physically active.
The purpose of this study was to investigate children’s fundamental motor skills and their differences in three different kindergartens (sport-focused kindergarten, public kindergarten and Waldorf kindergarten). In addition, the study at hand investigated the children’s level of mastery in fundamental motor skills. The environments of the two kindergartens were examined using a questionnaire. Fifteen children between the ages of three and six were selected from each kindergarten. Their motor skills were analyzed with Test of Gross Motor Development 3rd Edition measure. Children’s performances were videotaped for analysis. The management of criteria were observed in two consecutive performances and if criterion were mastered, child got one score and if not, child did not get a score. IBM SPSS Statistics 22 was used to analyze the data. Data were analyzed separately for locomotor skills and object control skills and also for each test section.
There were no statistically significant differences between the investigated kindergartens. Compared to children from the two other kindergartens children from sport-focused kindergarten got higher scores in hop (mean 5,07), horizontal jump (mean 4,27) and one-hand stationary dribble (mean 2,13). Compared to children from the two other kindergartens children from public kindergarten got higher scores in skip (mean 2,31), slide (mean 6,13) and kick a stationary ball (mean 3,60). Compared to children from the two other kindergartens children from Waldorf kindergarten got higher scores in run (mean 7,80), gallop (mean 4,07), two hand strike of a stationary ball (mean 5,53), one-hand forehand strike of self-bounced ball (mean 2,47), two-hand catch (mean 3,47), overhand throw (mean 2,93) and underhand throw (mean 5,13). Children from Waldorf kindergarten got the best scores both in locomotor skills and in object control skills. The Waldorf kindergarten got the best result in Kruskall-Wallis-test in locomotor skills and object control skills and in addition, it had the best gross motor score. However the differences were not statistically significant according the Kruskall-Wallis-test (p=0,578). Investigating the level of mastery in fundamental motor skills, it was found in the present study that criteria of running were mastered best by all children. The highest success percent were in run’s criterion ”arms move in opposite to” and the lowest success percent were in skip’s criterion ”arms are flexed and move in opposition to legs to produce force”.
The study at hand did not find any statistically significant relationship between the investigated kindergartens in children’s fundamental motor skills. Whether kindergarten and fundamental motor skills have connection or not, no conclusion can be drawn based on limitations in the sample size. There seemed to be tendency of the children from Waldorf kindergarten achieving higher points in many of the skills tests when compared to other kindergarten’s children but the differences were not statistically significant. Because Waldorf kindergarten did not deliver answers to the questionnaire, the environments of kindergartens could only be compared between sport-focused kindergarten and public kindergarten. There were more outdoor equipment in the public kindergarten than in the sport-focused kindergarten. That can explain the public kindergarten’s better scores in locomotor skills and object control skills.
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Lasten motoriset taidot kolmessa erilaisessa p\u00e4iv\u00e4kodissa. Liikuntakasvatuksen laitos, Jyv\u00e4skyl\u00e4n yliopisto, liikuntapedagogiikan pro gradu -tutkielma, 62 s., 4 liitett\u00e4.\r\n\r\nMotoriset perustaidot ovat kaiken liikkumisen perusta. Lapset viett\u00e4v\u00e4t paljon aikaa p\u00e4iv\u00e4kotiymp\u00e4rist\u00f6ss\u00e4, joten p\u00e4iv\u00e4kodilla ja sen ymp\u00e4rist\u00f6ill\u00e4 on merkityst\u00e4 lasten kehitykseen. Lapsen normaaliin kehitykseen tarvitaan p\u00e4ivitt\u00e4isi\u00e4 mahdollisuuksia liikkua. \r\n\r\nTutkimuksen tarkoituksena oli selvitt\u00e4\u00e4 kolmen erilaisen p\u00e4iv\u00e4kodin (liikuntap\u00e4iv\u00e4kodin, kunnallisen p\u00e4iv\u00e4kodin ja steinerp\u00e4iv\u00e4kodin) lasten motoriset perustaidot ja niiden erot. Lis\u00e4ksi tavoitteena oli selvitt\u00e4\u00e4, millaista motoristen perustaitojen hallinta oli eri p\u00e4iv\u00e4kotien lapsilla. Kahden p\u00e4iv\u00e4kodin ymp\u00e4rist\u00f6j\u00e4 tarkasteltiin kyselylomakkeen avulla. Kustakin p\u00e4iv\u00e4kodista valittiin 15 3\u20136-vuotiasta lasta, joiden motorisia taitoja analysoitiin Test of Gross Motor Development Third Edition -testist\u00f6n avulla. Lasten suoritukset videoitiin analysointia varten. Analysoinnissa havainnoitiin motoristen arviointikriteerien hallintaa kahdessa per\u00e4kk\u00e4isess\u00e4 suorituksessa ja merkittiin yksi piste, jos lapsi osasi kriteerin ja nolla pistett\u00e4, jos lapsi ei osannut kriteeri\u00e4. Aineiston analysoitiin k\u00e4ytettiin IBM SPSS Statistics 22 -ohjelmistoa. Aineisto k\u00e4siteltiin sek\u00e4 liikkumistaitojen ja k\u00e4sittelytaitojen osalta ett\u00e4 jokaisen testiosion kohdalta erikseen. \r\n\r\nLasten motorisissa taidoissa ei havaittu tilastollisesti merkitsevi\u00e4 eroja eri p\u00e4iv\u00e4kotien v\u00e4lill\u00e4. Muiden p\u00e4iv\u00e4kotien lapsiin verrattuna liikuntap\u00e4iv\u00e4kodin lapset saivat korkeampia pistem\u00e4\u00e4ri\u00e4 konkassa (ka 5,07 pistett\u00e4), tasaponnistuksessa eteen (ka 4,27 pistett\u00e4) ja pallon pompotuksessa (ka 2.13 pistett\u00e4). Muiden p\u00e4iv\u00e4kotien lapsiin verrattuna kunnallisen p\u00e4iv\u00e4kodin lapset saivat korkeampia pistem\u00e4\u00e4ri\u00e4 hyppelyss\u00e4 (ka 2,31 pistett\u00e4), sivulaukassa (ka 6,13 pistett\u00e4) ja potkussa (ka 3,60 pistett\u00e4). Muiden p\u00e4iv\u00e4kotien lapsiin verrattuna steinerp\u00e4iv\u00e4kodin lapset saivat korkeampia pisteit\u00e4 juoksussa (ka 7,80 pistett\u00e4), laukassa (ka 4,07 pistett\u00e4), kahden k\u00e4den mailasivuly\u00f6nniss\u00e4 (ka 5,53 pistett\u00e4), yhden k\u00e4den mailasivuly\u00f6nniss\u00e4 (ka 2,47), kahden k\u00e4den kiinniotossa (ka 3,47 pistett\u00e4), yliolan heitossa (ka 2,93 pistett\u00e4) ja aliolan heitossa (ka 5,13 pistett\u00e4). Steinerp\u00e4iv\u00e4kodin lapset saivat my\u00f6s muiden p\u00e4iv\u00e4kotien lapsia korkeammat pistekeskiarvot liikkumis- ja k\u00e4sittelytaitojen sek\u00e4 kaikkien testiosioiden summamuuttujissa. Kruskall-Wallis -testin mukaan erot eiv\u00e4t kuitenkaan olleet tilastollisesti merkitsevi\u00e4 (p=0,578). Motoristen taitojen arviointikriteerien hallinnan tarkastelu osoitti, ett\u00e4 kaikkien p\u00e4iv\u00e4kotien lapsilla suurimmat onnistumisprosentit olivat juoksun kriteereiss\u00e4. Suurin onnistumisprosentti oli juoksun \u201dvastakkaiset k\u00e4det\u201d-kriteeriss\u00e4 ja pienin onnistumisprosentti vuorohyppelyn \u201dvastakkaiset k\u00e4det koukistettuna\u201d-kriteeriss\u00e4.\r\n\r\nT\u00e4m\u00e4n tutkimuksen perusteella p\u00e4iv\u00e4kodilla ja sen toimintaymp\u00e4rist\u00f6ll\u00e4 ei ollut tilastollista merkitsev\u00e4\u00e4 yhteytt\u00e4 lasten motorisiin perustaitoihin. Koska otos oli niin pieni, ei voida tehd\u00e4 johtop\u00e4\u00e4t\u00f6ksi\u00e4 t\u00e4m\u00e4n tutkimuksen perusteella p\u00e4iv\u00e4kodin ja motoristen perustaitojen yhteydest\u00e4. Steinerp\u00e4iv\u00e4koti sai parempia pisteit\u00e4 kuin muiden p\u00e4iv\u00e4kotien lapset useammissa teht\u00e4viss\u00e4, mutta erot eiv\u00e4t olleet tilastollisesti merkitsevi\u00e4. Koska steinerp\u00e4iv\u00e4kodista ei saatu vastauksia kyselylomakkeeseen, p\u00e4iv\u00e4kotien liikuntaymp\u00e4rist\u00f6j\u00e4 ja -v\u00e4lineit\u00e4 ei voida vertailla muuta kuin liikuntap\u00e4iv\u00e4kodin ja kunnallisen p\u00e4iv\u00e4kodin v\u00e4lill\u00e4. Kunnallisessa p\u00e4iv\u00e4kodissa oli enemm\u00e4n ulkoliikuntav\u00e4lineit\u00e4 kuin liikuntap\u00e4iv\u00e4kodissa, mik\u00e4 voi osaltaan selitt\u00e4\u00e4 kunnallisen p\u00e4iv\u00e4kodin parempia pistem\u00e4\u00e4ri\u00e4 liikkumis- ja k\u00e4sittelytaidoissa.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "ABSTRACT\r\nNumminen, L. 2016. Children\u2019s motor skills in different day care centers. Department of sport sciences, University of Jyv\u00e4skyl\u00e4, Master\u2019s Thesis, 62 pp. 4 appendices.\r\n\r\nMotor skills are the foundation of all movement. The type of physical activity in day care centers is significant as children spend a great amount of time every day in those kinds of environments. The normal development of a child requires daily opportunities to move and to be physically active.\r\n\r\nThe purpose of this study was to investigate children\u2019s fundamental motor skills and their differences in three different kindergartens (sport-focused kindergarten, public kindergarten and Waldorf kindergarten). In addition, the study at hand investigated the children\u2019s level of mastery in fundamental motor skills. The environments of the two kindergartens were examined using a questionnaire. Fifteen children between the ages of three and six were selected from each kindergarten. Their motor skills were analyzed with Test of Gross Motor Development 3rd Edition measure. Children\u2019s performances were videotaped for analysis. The management of criteria were observed in two consecutive performances and if criterion were mastered, child got one score and if not, child did not get a score. IBM SPSS Statistics 22 was used to analyze the data. Data were analyzed separately for locomotor skills and object control skills and also for each test section. \r\n\r\nThere were no statistically significant differences between the investigated kindergartens. Compared to children from the two other kindergartens children from sport-focused kindergarten got higher scores in hop (mean 5,07), horizontal jump (mean 4,27) and one-hand stationary dribble (mean 2,13). Compared to children from the two other kindergartens children from public kindergarten got higher scores in skip (mean 2,31), slide (mean 6,13) and kick a stationary ball (mean 3,60). Compared to children from the two other kindergartens children from Waldorf kindergarten got higher scores in run (mean 7,80), gallop (mean 4,07), two hand strike of a stationary ball (mean 5,53), one-hand forehand strike of self-bounced ball (mean 2,47), two-hand catch (mean 3,47), overhand throw (mean 2,93) and underhand throw (mean 5,13). Children from Waldorf kindergarten got the best scores both in locomotor skills and in object control skills. The Waldorf kindergarten got the best result in Kruskall-Wallis-test in locomotor skills and object control skills and in addition, it had the best gross motor score. However the differences were not statistically significant according the Kruskall-Wallis-test (p=0,578). Investigating the level of mastery in fundamental motor skills, it was found in the present study that criteria of running were mastered best by all children. The highest success percent were in run\u2019s criterion \u201darms move in opposite to\u201d and the lowest success percent were in skip\u2019s criterion \u201darms are flexed and move in opposition to legs to produce force\u201d. \r\n\r\nThe study at hand did not find any statistically significant relationship between the investigated kindergartens in children\u2019s fundamental motor skills. Whether kindergarten and fundamental motor skills have connection or not, no conclusion can be drawn based on limitations in the sample size. There seemed to be tendency of the children from Waldorf kindergarten achieving higher points in many of the skills tests when compared to other kindergarten\u2019s children but the differences were not statistically significant. Because Waldorf kindergarten did not deliver answers to the questionnaire, the environments of kindergartens could only be compared between sport-focused kindergarten and public kindergarten. There were more outdoor equipment in the public kindergarten than in the sport-focused kindergarten. 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