Teachers’ Understanding of Gross Motor Skills in Early Childhood: A Theoretical Review
DOI:
https://doi.org/10.24260/albanna.v5i1.4571Keywords:
Teacher Understanding, Gross Motor Skills, Early ChildhoodAbstract
Penelitian ini bertujuan untuk mengeksplorasi tingkat pemahaman guru terhadap aspek motorik kasar (gerakan dasar) pada anak usia dini serta faktor-faktor yang mempengaruhinya. Pendekatan kualitatif dengan metode studi kepustakaan digunakan untuk menganalisis data dari berbagai sumber, seperti buku, jurnal, dan literatur terkait. Hasil penelitian menunjukkan bahwa pemahaman guru sangat penting dalam mendukung perkembangan motorik kasar anak, yang meliputi kemampuan lokomotor, non-lokomotor, dan manipulatif. Namun, ditemukan bahwa pemahaman guru masih bervariasi dan dipengaruhi oleh beberapa faktor, seperti kurangnya pelatihan, minimnya modul/buku ajar praktis, keterbatasan fasilitas, serta persepsi yang menganggap motorik kasar sebagai aktivitas sekunder. Dampak dari rendahnya pemahaman guru dapat menyebabkan kurang optimalnya stimulasi motorik kasar pada anak, sehingga berpotensi menghambat kesiapan sekolah dan meningkatkan risiko keterlambatan perkembangan. Oleh karena itu, diperlukan upaya peningkatan pemahaman guru melalui pelatihan, penyediaan modul, dan dukungan fasilitas yang memadai agar perkembangan motorik kasar anak usia dini dapat berjalan optimal.
This study aims to explore the level of teachers’ understanding of gross motor skills (basic movements) in early childhood and the factors that influence it. A qualitative approach with literature study methods is used to analyze data from various sources, such as books, journals, and related literature. The results of the study indicate that teachers’ understanding is crucial in supporting the development of children’s gross motor skills, which include locomotor, non-locomotor, and manipulative abilities. However, it was found that teachers’ understanding varies and is influenced by several factors, such as a lack of training, minimal practical teaching modules/books, limited facilities, and perceptions that regard gross motor skills as a secondary activity. The impact of teachers’ low understanding can lead to suboptimal stimulation of children’s gross motor skills, potentially hindering school readiness and increasing the risk of developmental delays. Therefore, efforts to enhance teachers’ understanding through training, provision of modules, and adequate facility support are necessary for the optimal development of gross motor skills in early childhood.
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