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Fine Motor Activities in Elementary School Children: A Replication Study.

Sierra Caramia1, Amanpreet Gill2, Alisha Ohl3

  • 1Sierra Caramia, MS, is Occupational Therapist, North Country Kids, Plattsburgh, NY.

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|March 25, 2020
PubMed
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Students spend over half their school day on fine motor tasks, but handwriting time has decreased. Technology use increases with grade level, and classroom transitions take up significant instructional time.

Area of Science:

  • Educational research
  • Classroom activity analysis
  • Pediatric occupational therapy

Background:

  • Educational standards and legislation are constantly evolving.
  • The impact of these changes on daily classroom activities is not well understood.
  • Understanding current classroom demands is crucial for educators and therapists.

Purpose of the Study:

  • To analyze the motor and technology demands in kindergarten, second, and fourth-grade classrooms.
  • To quantify time allocation for various activities throughout the school day.
  • To provide an updated perspective on classroom activity patterns.

Main Methods:

  • Conducted 6 full school days of unobtrusive classroom observations.
  • Recorded and coded minute-by-minute classroom activities into 10 distinct categories.

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  • Focused on general education classrooms in kindergarten, second, and fourth grades.

    • Main Results:

    • Fine motor activities occupied 37.1%–60.2% of the school day; handwriting accounted for 3.4%–18.0%.
    • Technology use was minimal in lower grades (3.1%–4.8%) but increased in fourth grade (14.3%).
    • Time spent on transitions (18.9%–23.4%) surpassed time dedicated to handwriting.

    Conclusions:

    • This study offers current data on the motor demands within the school day.
    • Fine motor activity estimates align with prior research, yet handwriting's prominence has declined.
    • Occupational therapists can leverage transition times for in-class interventions; handwriting support may be needed outside school.