"Lessons Learned" from Introducing Universal Strategies Designed to Support the Motor and Functional Skills of Reception and Year 1 Children in a Sample of Primary Schools in South East England

Autor/inn/en	Hutton, Eve; Soan, Sue
Titel	"Lessons Learned" from Introducing Universal Strategies Designed to Support the Motor and Functional Skills of Reception and Year 1 Children in a Sample of Primary Schools in South East England
Quelle	In: Education 3-13, 45 (2017) 1, S.83-103 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2015.1048270
Schlagwörter	Foreign Countries; Elementary School Students; Psychomotor Skills; Motor Development; Child Development; Educational Resources; Occupational Therapy; Special Education; Feasibility Studies; Elementary School Teachers; Intervention; Handwriting; Physical Activities; Case Studies; Interviews; Focus Groups; School Personnel; Perceptual Motor Coordination; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Psychomotorische Aktivität; Motorische Entwicklung; Kindesentwicklung; Bildungsmittel; Beschäftigungstherapie; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Handschrift; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Schulpersonal; Körperkoordination
Abstract	This article describes an evaluation of universal resources designed to support motor development in Reception and Year 1 children. Four schools (Year R-Year 6) in the South East of England, three with high numbers of disadvantaged children participated. Senior leadership influenced take up of the initiative. Health and well-being practitioners and occupational therapy students contributed to "roll out" of the resources with support provided by the authors over 12 weeks. Interview and focus group data from participating staff were gathered alongside examples of schoolwork from pupils. School staff needed access to support when incorporating universal strategies. The initiative contributed to schools working towards Healthy Schools targets. At the end of 12 weeks, improvements in children's sitting position, handwriting and lunchtime skills were noted, warranting further exploration of this approach to address the needs of children with poor motor skills at school entry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01