Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related studies and literature of the

effectiveness using manipulative in enhancing fine motor skills of students.

It contains significant information culled from studies and literature, from which this particular

study is premised.

Foreign Literature

Lacing card has loads of therapeutic advantages for young children. Kids use them for

developing their skills and for learning. There are many benefits of lacing cards for preschoolers

like Pincer grasp development, Knowledge of bilateral coronation, Motor planning, Hand-eye-

coordination, Scanning visually, Literacy, Mathematics, Using tools, and Learning life skills.

Fun and educational lacing feature Eric Carles Charming Book, these lacing card encourage

hand-eye coordination and help develop sequencing, dexterity, and motor skills. Lacing toys or

toddlers and preschoolers lacing activity is a classic fine motor activity for preschoolers. Lacing

cards and other activities are most useful activities for the development of children most in

motor, cognitive and perceptual skills, through lacing cards and other tools of learning it can help

children grow actively and healthy. It also state that lacing toys can also improves their visual

perception and how to recognize different toys and it builds and developed their cognitive and

fine motor skills. Toddler will enjoy learning how to lace up and tie their own shoes when they

get help from mom and dad. Other types of lacing are DIY water color lacing cards such a great
way to teach basic hand sewing skills. Through using DIY water color lacing cards the learners

explore his/her hand sewing skills which he/she use fingers so when we talk about fingers fine

motor skills developed. And unique lacing card teach shapes colors and develop hand eye

coordination with striking design and photography. Other types of lacing are the lacing board,

sewing cards are tools that help, the children develop their large and small muscles and function

normally because of enhancing tools effectively. Sewing can be another fun activity that will

help small children refine their fine motor skills while enhancing their artistic talents.

Durmas, Karakink (2006) using manipulative as cognitive tools should improve the

teaching and learning process, and encouraging student reflection on retaining the information. It

has been claimed that the usage of a manipulative not only increases student achievement but

also allows them to improve conceptual understanding and problem solving skills. These

manipulative provide a concrete, hands on experience which focus attention overall motivation.

Manipulatives Are sometimes called objects to think with Kennedy et.al. 2008.

Manipulatives are most often used in preschool and elementary school classroom,

because it catches the attention of the learners. Manipulatives are objects that appeal to multiple

senses and are maneuverable with our hand. And manipulatives also encourage self-talk,

discussion, and language development. Children who are allowed to work independently often

engage in self-talk, which promotes self-regulation skills and can help gradually lengthen a

child’s attention span. Manipulatives also improve a child’s sense of spatial awareness. Through

manipulative use and block building activities, children learn how things fit or do not fit

together. Manipulatives allow student to see the actual working problem from start to finish.

They help many of those blank faces to truly comprehend the process behind each problem.
 According to Kennedy (2008) manipulative use gives student hands-on experiences and

manipulative resembles a familiar object and engage students in perceptual, motor , physical,

hands on processing of information. Therefore, Owens (2008) and Cook & Hogan (2013), has

agreed that children’s fine motor skills are precursors to the development of early literacy,

numeracy and self-help skills of independence.

Foreign Studies

A 10-week practicum intervention was designed to introduce deficiencies in 10

kindergarten children in Southwest Florida with poor fine motor skills. The intervention

consisted of daily instruction and weekly activity tests. Activities included drawing, tracing,

cutting with scissors, pasting, molding with clay, various games, lacing, weaving, and hand

writing. It was expected that at the end of the intervention, nearly all children in the target group

would substantially improve in tracing, cutting and pasting, and manipulation and handwriting

skills. Practicum evaluation data indicated that 5the intervention was successful. Appendices

which comprise half the document provide; cooperative preschool Inventory-English/Spanish

edition; teacher designed test of fine motor skills; individual instructional plan; activity tests

(tracing skills, cut and paste, lacing, handwriting); weekly student checklist, screening posttest,

etc.(RH)

Fine motor skills are extremely important for healthy childhood development. Child need

to develop vital life skills such as bathing, dressing, eating and handwriting. Gross motor skills

strengths and weaknesses impact growth in the fine motor areas. Core strength, bilateral

coordination, crossing midline, and neck and shoulder strength are needed in order for fine motor

skills to flourish. Fine motor skills form the basis for many of the skills that children will develop
and enhance as they move through childhood. For infants and young children, their fine motor

skills facilitate their interactions with the world and therefore their learning.

Owens (2008) and Cook & Hogan (2013), has agreed that children’s fine motor skills are

precursors to the development of early literacy, numeracy and self-help skills of independence.

During early childhood, children's motor skills develop rapidly. When the gross motor skills of

balance and locomotion are mastered during the rudimentary movement stage in the first two

years of life, children are free to begin to explore their surrounding environment. Haibach et al.,

(2011) the fundamental movement stage of development begins between the ages of 2 and 7

years, and plays a crucial role for motor skill development in children as it lays the foundations

for motor skill ability in the future.

Fine motor difficulties can impact on the academic, social and emotional development of

a student. Clark (2013) suggests that fine motor skills are so important that they are connected to

how a child learns to read, complete math problems and other higher level cognitive thinking.

Boyer (2009) in fact, early childhood development experts have agreed that motor development

is a fundamental basis for ongoing development through the lifespan. Moreover, fine motor skills

are pivotal in the student’s developing sense of self, thus, they need to be given positive

experiences that are promoting of their basic skills, in a safe environment, with focus on

awareness and understanding of their body and how controlled movements relate to physical

activity and the long-term impacts to health and wellbeing. Ackerson (2010) later added to this

by listing a few self-help skills such as feeding and dressing. One of the most essential reasons

for developing fine motor skills is to help aid in the ability of self-help proficiency. In the

beginning, young children need to learn how to dress themselves and use the toilet. Literacy and

numeracy skill come later as they move into their pre-kindergarten years.
 Lillard, (2005) Early childhood professionals and curricula have long emphasized the importance

of motor development. A 10-week practicum intervention was designed to introduce deficiencies

in 10 kindergarten children in Southwest Florida with poor fine motor skills. The intervention

consisted of daily instruction and weekly activity tests. Activities included drawing, tracing,

cutting with scissors, pasting, molding with clay, various games, lacing, weaving, and hand

writing. It was expected that at the end of the intervention, nearly all children in the target group

would substantially improve in tracing, cutting and pasting, and manipulation and handwriting

skills. Practicum evaluation data indicated that 5the intervention was successful. Appendices

which comprise half the document provide; cooperative preschool Inventory-English/Spanish

edition; teacher designed test of fine motor skills; individual instructional plan; activity tests

(tracing skills, cut and paste, lacing, handwriting); weekly student checklist, screening posttest,

etc.(RH)

Local Studies

Local Literature

According to the Encyclopedia of Children’s Health (2013), fine motor skills can

generally be defined as the ability to control and the muscles in hands, wrists, fingers, feet, toes,

lips and tongue.

BOOKS

Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., &

Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten

achievement. Child development, 83(4), 1229–1244.

J Engelbrightfox, Robert Schirrmacher (2007) Art and Creative Development for Young

Children.

Clark, Gloria jean, ‘’The Relationship between handwriting, reading, fine motor and visual

motor skills in kindergarteners’’ (2010). Graduate theses and dissertations. Paper 11399.

Ackerson D, (2010). The importance of developing your child fine motor skills in examiner.com.

retrieve April 3, 2013, from hhtps://www. Examiner.com/ article/the importance- of-developing-

your-child-s-fine-motor-skills.

Heckman J.L, Stixrud J, Urzua S. (2006) the effects of cognitive and non cognitvive abilities on

labor market outcomes and social behavior. Journal of labor economics. 24:411-482.

Lou Z, Jose PE, huntsinger CS. Pigott TD (2007). Fine motor skills and mathematics

achievement in East Asian American and europian American kindergatners and first graders.

British Journal of developmental Psychology. 25:595-614.

Lillard AS (2005). Montessori: the science behind the genius. New York, NY: Oxford University

Press;
Rimm-Kaufman SE, Pianta RC, Cox Mj.(2000) Teachers judgement in the transition to

kindergarten. Earlychildhool research quarterly. 15:147-166