Evidence of benefit of sensory-motor development programs on young children’s personal skills, development and learning in school settings

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Presenters: Sandra Miles, Paul Fulbrook

Organisation: Australian Catholic University, Brisbane, QLD, Australia

Date of Presentation: 20/10/2014

Abstract:

AIM:
To provide child/school health nurses with evidence to promote the implementation of sensory-motor development programs in schools, in order to develop personal skills and learning in early school year children.
METHOD:
A two-year randomised controlled trial with over 450 children in 19 classes across ten schools was undertaken in Brisbane. Teachers of 11 classes in seven schools implemented a daily sensory-motor development program, the Learning Connections Schools Program, with children in Prep and Year 1. Eight classes in three other schools undertook schooling as usual as a control group. Before, during and after measures of cognition, behaviour and school readiness, from experiment and control groups, were compared to identify any effects of the program.
RESULTS:
Results provide evidence of improvement in personal skills and learning for children undertaking the daily sensory-motor development program, compared to children in usual schooling. Improved behaviour was a key benefit, with young children learning to settle more easily, enhancing readiness to learn. Statistically significant improvements were noted in drawing, spelling and early mathematics concepts for children in the experiment group.
CONCLUSION:
Sensory-motor development programs have been controversical, with anecdotal support but little evidence of benefit. This trial provides evidence of the benefit of implementing these programs in the school setting with young children, to enhance their personal skills and learning. Enabling settled behaviour and school readiness leads to enhanced development, ultimately leading to improvement in health and quality of children’s lives.