Before the school age, children face precisely a crucial phase of whom various aspects of their body develop. If the stimulation at this stage is not enough, it may possibly affect the children’s normal psychology development and lead to a doubtful development backward phenomenon. Due to children’s possibly home environment and the lack of living space stimulation, the development speed of their big muscles may induce in a way that is not expected. Thus, aiming at the aspect of children’s big muscles development, we had conducted this study with a purpose to discuss with a certain senior private kindergarten children in Kaohsiung City, whether the participation in physical activities was able to improve the doubtful motor ability insufficiency of children significantly.
This study took a research construction of quantitative methodology as a primarily concern, and qualitative methodology as auxiliary. The former adopted an experimental design of single group pretest-posttest design, and the latter a semi-structural interview pattern. A 25-child senior class from a certain Kaohsiung City’s private kindergarten was selected as the experiment subject. The experimental study started on the first week opening of the school as the pretest; and the school performing physical activities on the fourth and eighth weeks as the first posttest and the second posttest, respectively, and by which we began to pay attention and performed the Denver Developmental Materials Screening Test (Denver II in short). The researchers took the experimental research data and used the dependent sample t test to understand the children’s attention situation and then described statistically to understand the children’s motor appraisal in passing though a percentage rating. The study had discovered the following situations:
1. The attention test performance situation: On vigilance attention aspect, when the Impact of Intervention of Motor Skills Program had gone through the eighth week, the children’s vigilance attention responding time (expressed in second) had improved remarkably. On selective attention aspect, when the Impact of Intervention of Motor Skills Program had gone through the eighth week, the children’s selective attention responding time (expressed in second) had improved remarkably.
2. The appraisal result of Denver II: On single leg hopping aspect, when the curriculum had gone through the eighth week, children who did not pass the single leg hopping test had already possessed that skill. When the single leg balancing curriculum had gone through the eighth week, children who did not pass the single leg balancing test had already possessed that skill. In regard to the children’s single leg hopping category, when the curriculum had gone through the eighth week, children who did not pass the heel-toe forward walking test had already possessed that skill.
Using the inference of these research findings, we proceeded to carry out the semi-structured interview and conformed to a research result. The children’s household type mostly belongs to apartment or building, and though there are activity premises in their neighborhood but the children are given little chance to go out to exercise. Although there are many physical curriculums for the senior kindergarten children but they are unable to provide beneficial motor development for the children. If we are able to plan the curriculums systematically, we are then able to help the children to improve their motor ability. In additional, through the attention test, we discovered that the children’s concentration aspect changes upon the intervention of curriculum time. The longer the intervention of curriculum, the higher vigilance and concentration the children were able to display altogether. Through this thesis, we hopefully suggest preschool education teachers to offer children with the opportunity to try, besides arranging them with curriculums. It would certainly be of good help to improve the children’s future learning and concentration abilities.