FULL TEXT - Antropomotoryka
Transkrypt
FULL TEXT - Antropomotoryka
NR 56 ANT ROP OM OT OR YK A 2011 THE INFLUENCE OF EXERCISES WITH ELEMENTS OF SHERBORNE DEVELOPMENTAL MOVEMENT ON THE PSYCHOMOTOR DEVELOPMENT OF CHILDREN BETWEEN FIRST AND SECOND YEAR OF LIFE WPŁYW ĆWICZEŃ Z ELEMENTAMI METODY RUCHU ROZWIJAJĄCEGO WERONIKI SHERBORNE NA ROZWÓJ PSYCHOMOTORYCZNY DZIECI MIĘDZY PIERWSZYM A DRUGIM ROKIEM ŻYCIA Jakub Grzegorz Adamczyk*, Małgorzata Polkowska**, Dariusz Boguszewski*** *** PHD, Department of Rehabilitation, Physiotherapy Division, Warsaw Medical University; Theory of Sport Department, Academy of Physical Education in Warsaw, Poland *** MSc, Physical Culture Section of Students Research Club at Warsaw Medical University, Poland *** PHD, Department of Rehabilitation, Physiotherapy Division, Warsaw Medical University, Poland Key words: psychomotor development, Sherborne Developmental Movement, children Słowa kluczowe: rozwój psychomotoryczny, Metoda Ruchu Rozwijającego, dzieci – 85 – - - - Aim of the work. The purpose of work was to determine the influence of exercises with elements of Sherborne Developmental Movement (SDM) for the psychomotor development of children between first and second year of life. Material and methods. The examination included two groups with 14 children in each. The age of participants was located between 12 and 24 months of life. The first group of children for three months systematically once a week has attended on 45-minute classes with Sherborne Development Movement – 6 boys and 8 girls were in it. The other 5 boys and 9 girls constituted the control group. To evaluate children’s behavior the Bogdanowicz scale of observation (SOZ-D) was used. Examining the experimental group was conducted twice, on the first and the last session. Obtained results were statistically analyzed by the Statistica 9.0 program. Results. Examined groups in no parameter differed statistically significant between themselves in the first examination. Conducted exercises contributed to the acceleration of psychomotor development and after three months period, characteristic differences among groups were observed in two subscales (emotional development p = 0.013; social development p = 0.025). Conclusions. Judging the SDM influence on the development of children, it is possible to state that in all subscales we noticed a growth of results. Similar changes were observed in both groups. To separate what is associated with the natural development of the child, from the influence of the SDM sessions, one should pay attention, that in spite of the lack of important differences among groups in the first examination, the cycle of SDM classes had a positive effect on the examined group and it contributed to significant diversifying both - SUMMARY • STRESZCZENIE Jakub Grzegorz Adamczyk, Małgorzata Polkowska, Dariusz Boguszewski groups after the period of three months. The method had a positive effect on the development of children, with the special change in the cognitive sphere. Children participating in the three-month session of SDM demonstrated the better orientation of the own body, the development of imagination and the ingeniousness. Cel pracy. Określenie wpływu zajęć ogólnorozwojowych z elementami Metody Ruchu Rozwijającego (MRR) na rozwój psychoruchowy dzieci między pierwszym a drugim rokiem życia. Materiał i metoda. Badaniami objęto dwie grupy dzieci liczące po 14 osób w wieku 12–24 miesięcy życia. Pierwsza grupa, w której znalazło się 6 chłopców i 8 dziewczynek, przez trzy miesiące systematycznie raz w tygodniu uczęszczała na 45-minutowe zajęcia prowadzone Metodą Ruchu Rozwijającego. Grupę kontrolną stanowiło 5 chłopców i 9 dziewczynek. Do oceny zachowania dzieci podczas zajęć wykorzystano skalę obserwacji zachowania (SOZ-D) Bogdanowicz. Badanie grup przeprowadzono dwukrotnie: na pierwszej i ostatniej sesji. Uzyskane wyniki badań poddano analizie statystycznej, wykorzystując do tego celu program Statistica 9.0. Wyniki. Badane grupy w żadnym parametrze nie różniły się istotnie statystycznie pomiędzy sobą w pierwszym badaniu. Prowadzone ćwiczenia przyczyniły się do akceleracji rozwoju i po trzech miesiącach stwierdzono znamienne różnice pomiędzy grupami w dwóch podskalach (rozwój emocjonalny p = 0,013; rozwój społeczny p = 0,025). Wnioski. Oceniając wpływ MRR na rozwój dzieci należy podkreślić, że we wszystkich podskalach odnotowano wzrost wyników. Podobne zmiany zaobserwowano zarówno w grupie badanej, jak i kontrolnej. Aby jednak oddzielić to wszystko, co jest związane z naturalnym rozwojem dziecka, od wpływu sesji zajęć z elementami Metody Sherborne’a, należy zauważyć, iż pomimo braku istotnych różnic pomiędzy grupami w pierwszym badaniu, cykl zajęć MRR wpłynął pozytywnie na uczestniczące w nich dzieci, przyczyniając się do istotnego zróżnicowania obydwu grup po trzech miesiącach badań. Metoda pozytywnie wpływa na rozwój dzieci, a szczególnie na ich sferę poznawczą. Uczestnicy trzymiesięcznej sesji zajęć MRR wykazali się lepszą orientacją w odniesieniu do schematu własnego ciała, rozwoju wyobraźni oraz pomysłowości. - - - - - Introduction For the correct child development both the motor development as well as the psychical one is essential. Regardless of whether we deal with a correct child development or with a dysgenesis, these elements are compactly related to each other. The environment, wherein the process of the growing up takes place, delivers impulses, both in the physical zone as well as the psychical, conditioning his or her correct psychomotor development [1, 2]. Wholly developmental exercises which are the subject of the present work, determine the natural form of the activity for a child. The movement and the play in a peers circle, contribute to many-sided child development, prompt both his imagination and senses as well as shape the physical fitness [3]. The period between the first and the second year of life is characterized with large intensity of the kinetic development within the range of “large motor activity” (postures, locomotion), and „little motor activity” (manual efficiency). A child faces new challenges, masters many new activities such as e.g. independent walking running, use of speech and control of physiological needs. In this period the independence and the separateness increases. In every now and again greater degree a child becomes a social creature who can get in contact with peers, understands and copies expressing of liking or disliking [4]. Multisensory recognition takes place mostly during a play and everyday activities. Activities of small children are usually accidental experiments. Searching brings a child to experiencing the reality causing the constant development. The development of motoric functions is perceived as attaining of control over body movements by coordinating nerve centres and muscles activities. The development of reflexes and total activity, characteristic already for the new-born child, and then the baby, is connected to this control. The achievement of full control within the range of large motor activity takes place in several first years’ life of a child. This refers mainly to activities connected with the locomotion: walking, running, jumping, turning or swimming. The zone of control over precise movements, which demand engagement of smaller muscular groups, is developed later. Activities such as: catching, writing, precise use of tools a child perfects in the later stage of the development [5, 6]. A child development takes place within different phases (stages), so called „life periods”. Each of development stages is conditioned by the previous phase and has the influence on what will follow it. Level of children development in peer group differs individually; therefore, evaluating the level of child psychomotor ac- – 86 – - - - - - The influence of exercises with elements of Sherborne Developmental Movement on the psychomotor development... tivity, one ought to take into account individual differences [5, 6]. The kinetic development is extremely important for a child among other things because that is a condition of his health. Also his comfort depends on exercises. Discouragement to further physical activity and stopping of motor development can appear in case of poor motor co-ordination. Cathartic role of exercises builds psychical resistance to fear and frustration. It is possible due to discharging of the energy spent during physical exercises. Here, independence is also essential, because the more a child knows the more surely he feels and is more satisfied. All this builds the feeling of his value. The aid of children and youth development by the stimulation and the usage of nonstandard solutions contribute to increasing the efficiency of activities concerning many aspects of the psychomotor development [7]. Sherborne Developmental Movement (SDM) method which was created by an English teacher of physical education, physical therapist Veronica Sherborne, came into being in the 1960s on the basis of the system of exercises derived from the R. Laban school, whom she cooperated with and from her own professional experiences [8]. This method with its name reflects main foundations of the author, claiming that movement is an excellent vehicle for aiding correct psychomotor development, as well as equalizing its disturbances. A child with movement develops autosomatic and space consciousness, moreover improves himself kinetically gaining at the same time close contact with a second person. SDM assures motor development as well as social and psychical one [8, 9, 10 and 11]. In most cases the Sherborne Developmental Movement Method complies prosperously to work with children with special needs [e.g. 12, 13, 14, 15]. However the beneficial influence of SDM exercises on children with dysfunctions was supplied with documentary evidence, there is the lack of publications concerning the influence of Sherborne method on healthy children. The majority of elaborations was led for internal needs of the college and does not fulfil the requirements of scientific elaborations; therefore, the literature on this subject is mostly poor. An essential question is whether the Sherborne Developmental Movement Method one can use not only in the case of development with disorders (it refers to all functioning zones), but also in the prophylaxis at healthy children and whether using it for extending psychological and social experiences of children being developed in the norm makes adaptation in the circle of peers easy. Material and methods With research one embraced two 14-person groups of children. The age of participants was closed in the section of 12–24 months of life. The first group of children (examined group) frequented systematically once a week 45-minute wholly developmental activities with elements of the Sherborne Developmental Movement method. There were 6 boys and 8 girls in this group. The second group (control group) which consisted of 5 boys and 9 girls did not take part in SDM sessions. Additionally children from the second group frequented no other activities helping psychomotor development. As the estimation of children performance during the activities one used the six-point scale of behaviour observation of Marta Bogdanowicz, consisting of 4 subscales rating development: cognitive, emotional, social and motor [16]. Research of children from both groups one done twice, on the first and last session of the three-months′ regular participation in SDM classes. The control group was invited on two sessions, to create the possibility of examining the children. In progress of the duration of the classes every child was observed, and therapist and parents notices were jotted down on the sheet of recording observation [16]. The differentiation of the development level among the research group and the control one as well as changes which occurred in both groups between the first and the second examination one evaluated by means of variations analyses (ANOVA). If the results were different for further post hoc analyses one used Tukey test. Values on level ≤ 0.05 were accepted as essential ones. Results Examined groups in no parameter differed statistically between themselves in the first research (accordingly: age p = 0.95; cognitive development p = 0.27; emotional development p = 0.99; social development p = 0.93; motor development p = 0.99). At all children in the research group in the second examination one ascertained greater progress in the development of evaluated elements, with relation to the control group, which is presented in Figures 1–4. – 87 – Jakub Grzegorz Adamczyk, Małgorzata Polkowska, Dariusz Boguszewski Figure 1. Changes (pts) in the cognitive development of children from the SDM group and control group, between the first and the second examination Figure 3. Changes (pts) in the social development of children from the SDM group and the control group, between the first and the second examination - - - - - Figure 2. Changes (pts) in the emotional development of children from the SDM group and the control group, between the first and the second examination At all children both in the research group as well as the control group, one noted down changes within the range of cognitive development, whereat in the research group the increase of the average level of cog- Figure 4. Changes (pts) in the motor development of children from from the SDM group and the control group, between the first and the second examination nitive development was considerably higher (Figure 1). The initial result 2.7 with relation to the final 4.2 states the increase of about 55% and this is statistically essential change. The average change for children not sitting in on 3-month long SDM classes was 14%. Within the range of emotional development one showed, that SDM classes favourably bore on researched children. In both groups the average initial result is nearing, yet after the period of 3 months one observed the noticeable difference among groups (Figure 2). Children participating in the classes reached almost twice greater change of the level of emotional development with relation to the control group. It was 23%, at 12% change in the control group. This difference proved statistically essential. In both groups within three months there was a distinct change within the range the social development. Looking at the data introduced in Figure 3, one can ascertain that in the case of children from the research group there was greater change than in the control group. Similarly to the emotional development, the social development in the initial examination presented similar values. However after the use of the SDM method in the research group its final results were considerably better. Both 33-percentage changes in the research group as well as more than twice lower in the control group (14%) were statistically essential with relation to the first examination. Both groups differed statistically within the range of social development after the second examination (p = 0.025). The least difference between the research group and the control one was noted within the range the motor development; however in both groups it underwent positive change (Figure 4). Average results of the initial examination were for the research group – 4.2, and for – 88 – The influence of exercises with elements of Sherborne Developmental Movement on the psychomotor development... the group not participating in SDM classes – 4.1. The three-months′ period of SDM classes deepened the difference between the groups and it was 0.3 pts. after the second examination. Both groups noted statistically essential progress. - - - - - Discussion Research over the efficiency of SDM method one undertook many times. First time it had its place in the 1980s in Great Britain. One tried then to evaluate the influence of the participation in the classes on children development within the range of various zones. The research confirmed the theory of Rudolph Laban that the activity developed during SDM classes has some essential and beneficial influence on children development and behaviour. It is due to many advantages among other things autosomatic consciousness and self-image development, as well as making opportunity to “creative activity” that one ascertained, that SDM can determine the constant part of children educational programme, and the effectiveness of this method within teaching framework would be substantially dependent on therapist motivation and engagement while leading the group [17, 18]. In Poland the attempt of research one undertook in the 1990s, due to the work of Marta Bogdanowicz, who created the six-point scale of behaviour observation, making estimation of progressive changes in children behaviour within the range of various development zones possible [16]. The research on the Sherborne Developmental Movement Method effectiveness mostly focuses on therapeutic influence, since children participating in SDM classes are its subject. It is proper however to pay attention that such researches were not only led on children with dysfunctions, but also have not been published yet and the results were adjusted only to needs of master′s theses or BA ones. So far worldwide existing researches with the use of SDM method, were most often carried out on older children or the ones with psychomotor disorders. However since cognitive, social, emotional and first of all kinetic functions form from youngest years, it is essential to qualify their real influence on youngest charges. The attempts of qualifying the influence of the Sherborne Developmental Movement method on younger children appeared also earlier. The research led on charges of the State-House of a Small Child in Gdańsk-Oliwa, 2- or 3-year olds, was led by the period of six months. Formulated conclusions univocally showed that the active participation in the classes influenced profitably the development of those exercising, and observed changes are statistically essential within the range of emotional social and cognitive development. Less significant changes were noted down within the range motor development. Characteristic is the fact that the research not only confirmed the positive influence on exercising children, but also with the considerable differentiation of the relation to the research group showed that those changes were not the result of purely and simply natural development of children, but the consequence of usage of experimental program of exercises [17]. In the available literature one will not find works showing negative results or the lack of effects after the use of SDM in the aid of children development. From all the worldwide research results, one can see that sessions led with the Sherborne Developmental Movement Method accelerate children development, or properly stimulate a child to correct psychomotor development. It can be used even in case of disharmonious development. The SDM method is prosperously practiced in case of development disturbances, such as late psychomotor development, mental handicap, autism, Down′s syndrome, hearing defects and infantile cerebral palsy [15, 17, 18, 19]. Available publications and results obtained in the present work encourage running classes with the Sherborne Developmental Movement and broadening the research in the space of the time. During further investigative research, legitimate seems the enlargement of the research group, which would permit more accurate evaluation of the SDM classes’ effectiveness of children development. One ought to however stress, that the progress and effects of those attending classes are substantially dependent on efforts of the therapist leading the group. The person running the sessions must produce evidence of not only creativity, knowledge of regularity of children development according to their current age, but it is also important for those sessions to be systematic and adapted not only to needs of the whole group, but also each individual person. Plays used should be characterized with variations of the muscular work, so that dynamic exercises would be interwoven with static exercises. Knowledge of above-mentioned issues can greatly contribute to the correct and quicker psychomotor development of children. – 89 – Jakub Grzegorz Adamczyk, Małgorzata Polkowska, Dariusz Boguszewski Conclusions Quoted in this work findings, as well as the data analysis available in literature, univocally evidence the value of SDM and prove that its use does not limit itself only to the equation of development shortages, but can also aid in development of healthy children. Evaluating the influence of the Sherborne Developmental Movement method on children development, one can ascertain that in all subscales there was an increase in results. Similar changes were observed both in the research group and the control one. Wanting however to separate what is connected with natural child development from the influence of the session with elements of the Veronica Sherborne’s method, one ought to pay attention to the scale of changes. In spite the lack of essential differences between the groups in the initial examination, the cycle of SDM classes influ- enced favourably the research group and contributed to the essential differentiation of both groups after the period of three months. Statistically essential differences among the research group and the control one was ascertained within the range of social and emotional development. One showed statistically essential relationship of beneficial changes in children behaviour, with the participation of healthy children in SDM classes. Children taking part in three-month session of SDM produced evidence of better orientation in autosomatic schema, imagination development, creativity, expression of adequate to the situation excitements and with higher kinetic efficiency. Regularity of participation in the classes had great influence on results, which permitted to realize the established program of exercises with the regard to set goals. [1] Szmigiel C: Podstawy diagnostyki i rehabilitacji dzieci i młodzieży niepełnosprawnej. Kraków, AWF, 2001. [2] Banaszek G: Rozwój niemowląt i jego zaburzenia a rehabilitacja metodą Vojty. Bielsko Biała, α- medica Press, 2002. [3] Minczakiewicz EM: Zabawa i jej wpływ na psychoruchowy rozwój dziecka. Lider, 2002; 3: 6–8. [4] Demel M: Teoria wychowania fizycznego. Warszawa, PWN, 1974. [5] Przewęda R: Rozwój somatyczny i motoryczny. Warszawa, PZWS, 1973. [6] Denisiuk L, Milicerowa H: Rozwój sprawności motorycznej dzieci i młodzieży w wieku szkolnym. Warszawa, PZWSZ, 1969. [7] Rintala P, Pienimäki K, Ahonen T, Cantell M, Kooistra L: The effects of a psychomotor training programme on motor skill development in children with developmental language disorders. Human Movement Science, 1998; 17: 721–737. [8] Sherborne V: Developmental Movement for Children. Cambridge, Cambridge University Press, 1990. [9] Kędzior-Niczyporuk E: Wprowadzenie do pedagogiki zabawy. Lublin, Klanza, 1998. [10] Wimmer A: Pedagogika zabawy – wyzwalanie aktywności. Lublin, Klanza, 1996. [11] Rance P: Sherborne Developmental Movement What is it? Physical Education Matters Summer, 2010; vol. 5, no. 2: p. 52 – 2p. [12] Popek, Żydowicz: Case study of an anxious child. Psychiatr Pol., 1995, Jul–Aug; 29(4): 479–489. [13] Loots G, Malschaert E: The use in Belgium of developmental movement according to the work. Eur. J. of Special Needs Education, 1999; vol. 14, no. 3: 221–230. [14] Marchewka A, Kowalska M: Cognitive, emotional, social and motor development of autistic mentally handicapped children treated with the Sherborne method. Rehabilitacja Medyczna, 2004; vol. 8, no. 3: 15–18. [15] Mardsen E, Egerton J: Moving with Research: EvidenceBased Practise in Sherborne Developmental Movement. Adapted Physical Activity Quarterly, 2009; 26: 86–87. [16] Bogdanowicz M.: Skala Obserwacji Zachowania (SOZ) dzieci i rodziców, uczestniczących w zajęciach Ruchu Rozwijającego Weroniki Sherborne. Gdańsk, Harmonia, 2003. [17] Bogdanowicz M, Kasica A: Ruch rozwijający dla wszystkich. Gdańsk, Harmonia, 2008. [18] Bogdanowicz M, Kisiel B, Przasnyska M: Metoda Weroniki Sherborne w terapii i wspomaganiu rozwoju dziecka. Warszawa, WSiP, 1997. [19] Lubianiec E: Efektywność metody Weroniki Sherborne w pracy z wychowankami Państwowego Domu Małych Dzieci. Master’s thesis. Gdańsk, UG, 1991. [20] Bogdanowicz M, Okrzesik D: Opis i planowanie zajęć wg Metody Ruchu Rozwijającego Weroniki Sherbone. Gdańsk, Harmonia, 2008. - - - - - LITERATURE • PIŚMIENNICTWO – 90 –