GROSS MOTOR SKILLS OF CHILDREN AGED 5–6 YEARS TRANSITIONING FROM EARLY CHILDHOOD EDUCATION TO ELEMENTARY SCHOOL IN KARANGANYAR, INDONESIA
DOI:
https://doi.org/10.25078/pw.v11i2.7467Keywords:
Gross motor skills, School readiness, Early childhood, Descriptive studyAbstract
The transition from early childhood education to primary school requires children to adapt to a more structured learning environment, and gross motor skills are one part of this readiness. Aim: This descriptive study aimed to describe the gross motor skill profile of 5–6-year-old children before entering elementary school in Karanganyar Regency, Indonesia, by aspect. Method: A quantitative descriptive design was used with 63 children aged 5–6 years from two early childhood education institutions (TK Angkasa, n = 31; TK Adzikru, n = 32). Five aspects (balance, strength, agility, coordination, and flexibility) were assessed by direct observation using a motor development assessment form, with items scored on a 1–5 scale. Results: Mean percentages of maximum score were 80.6% for balance (SD 16.9), 86.6% for strength (SD 9.5), 88.6% for agility (SD 14.7), 82.7% for coordination (SD 13.3), and 85.9% for flexibility (SD 11.3). Balance had the lowest mean and the widest spread, and 57.1% of children reached the maximum score on the single agility item, suggesting a ceiling effect. Conclusion: Within the limits of a non-standardized instrument and a single regency, balance and coordination had the lowest mean percentages of maximum scores. These descriptive profiles should be confirmed with standardized measures and larger samples.
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