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Document Type

Abstract

Publication Date

1-14-2026

Abstract

This study examines the development level of gross motor skills in preschool children from the perspective of movement quality assessment. Early childhood represents a critical period for developing foundational motor skills that significantly influence children's physical health, cognitive development, and future academic achievement. However, current evaluation methods often lack comprehensive frameworks that effectively capture the quality and nuances of children's gross motor movements. Therefore, the primary objective of this research is to construct a detailed and comprehensive assessment framework specifically tailored to evaluate the quality of gross motor skills in children aged 3–6 years. Method: To achieve this objective, the study employed a rigorous methodology involving multiple research techniques. Initially, a thorough literature review was conducted to identify existing assessment models and indicators relevant to preschool gross motor skills. This step was complemented by expert interviews, engaging professionals in early childhood education, developmental psychology, and pediatric physiotherapy to gain deeper insights. Furthermore, field observations in preschool settings provided practical data on children's motor activities. Subsequently, a Delphi method involving iterative consultation with experts was utilized to refine the identified indicators and establish their relative importance, ensuring the reliability and validity of the assessment tool. Following the development of this refined assessment framework, a cohort of preschool children was evaluated, systematically examining their performances in specific domains of balance, locomotion, and object manipulation across different age groups. The results clearly indicated a distinct age-related progression pattern in gross motor skill development among preschoolers. Specifically, significant improvements were observed in balance and locomotion skills as age increased. In contrast, object manipulation skills exhibited considerable individual variability, underscoring the necessity for individualized assessments and targeted interventions. The findings highlight the importance of employing precise and comprehensive assessment tools to monitor and support the motor development of preschool-aged children. Practical intervention strategies and tailored recommendations were proposed based on the study outcomes, providing educators and caregivers with essential resources to foster optimal gross motor skill development during the crucial preschool years.

DOI

https://doi.org/10.18122/ijpah.5.1.306.boisestate

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