A Survey Study to assess the Functional Participation Ability among Preschool Children of First Kid Primary School, Kollam

 

Mrs. Dency. J¹, Ms. Parvathy V. S¹, Ms. Sherin Francis¹, Ms. Sneha Bavan¹, Ms. Vineetha C. R¹, Mrs. Soly Thomas²

¹Third Year B. Sc Nursing Students, Bishop Benziger College of Nursing, Kollam

²Nursing Tutor, Department of Child Health Nursing, Bishop Benziger College of Nursing

 

ABSTRACT:

Functional participation relates to a form of participatory contribution in which individuals focus on themselves rather than others in their organizations but yet contribute to organizational effectiveness. The sooner identification of functional delay, the better it will be for the child’s development into adult hood. The objectives of the study were to assess the functional participation ability among preschool children and to find out the association between functional participation ability among preschool children with their selected demographic variables. A survey research design was adopted for the study. The study was conducted among 60 preschoolers by Convenient random sampling. The data was obtained by using the self structured work book on the functional participation among preschool children on the aspects of fine motor, gross motor and visual motor skills based on miller function and participation scale. The students were provided with work book consisting of activities specific to their age and their participation was scored on the check list, developed by the researcher. The analysis of the data based on the objectives of the study, using descriptive statistics. Based on the objective: assess the functional participation ability among preschool children the study revealed out of 60 students 1(1.6%) had mild mastery 3(5%) had moderate mastery 56 (93.3%) had complete mastery over the whole task given. The activities were scored again with respect to visual motor, fine motor and gross motor aspects of the children. The scoring of activities with regard to visual motor aspect reveals that out of 60 students, 3.33% had mild mastery, 5% had moderate mastery and 91.66% had complete mastery over the given task, the activities on fine motor aspects reveals 1.66% had mild mastery and 98.33% had complete mastery over the given task. and the activities on gross motor aspect reveals that 1.66% had mild mastery, 5% had moderate mastery and 93.33% had complete mastery over the given task respectively The data obtained shows significant association between functional participation ability of preschoolers with their demographic variables such as age, educational qualification of parents, socioeconomic status of parents and there was no significant association between functional participation ability of preschoolers and sex. Based on the finding the investigator have drawn implication which were of vital concerns in the field of nursing practice, nursing administration, nursing pattern, nursing education for future development.

 

 

INTRODUCTION:

Developmental delay occurs when the child does not reach their developmental milestones at the expected times. It is an ongoing major or minor delay in the process of development. If the child is temporarily lagging behind, that is not called developmental delay. Developmental delays can affect a child’s physical, cognitive, communication, social, emotional, or behavioral skills. Often, developmental delays affect more than one area of a child’s development. When a child has delays in many or all of these areas, it is called global developmental delay. Some developmental delays have an identifiable cause. However, for many children, the cause of the delay, or multiple delays, is not clear.¹Functional participation relates to a form of participatory contribution in which individuals focus on themselves rather than others in their organizations but yet contribute to organizational effectiveness².

 

The developmental delays can be identified by assessing the motor abilities in children, especially on their visual motor, fine motor and gross motor aspects. Visual-motor integration involves the quality of hand- eye coordination. It is the ability to accurately coordinate visual skills with motor skills. These skills are necessary for sports (catching and throwing a ball and hitting a ball), puzzles and blocks and writing and copying information. Deficits can cause: difficulty copying from the board, Writing delays/mistakes, Letter reversals, Poor work organization, Misalignment of numbers in columns in math problems, Difficulty in completing writing exams on time, Poor posture when writing, Inability to produce answers in writing even when the material is known very well³.

 

Gross motor skills are larger movements your baby makes with his arms, legs, feet, or his entire body. So crawling, running, and jumping are gross motor skills. Infants with gross motor delays may have difficulty rolling over or crawling; preschool children can jumps on two feet, balances body on one foot, hops 5 times consecutively, complete 3 sit ups, and complete 8 pushups. Older children with developmental delay may seem clumsy or have trouble walking up and down stairs. Preschoolers with fine motor delays may have difficulty holding onto small objects, such as toys, or doing tasks such as tying shoes or brushing teeth. Children within 3 to 5 years of age can build tower of 9 blocks, copies cross, build bridge with blocks, copies triangle, build gate with blocks.⁴

 

Some motor delays result from genetic conditions, such as achondroplasia, which causes shortening of the limbs, and conditions that affect the muscles, such as cerebral palsy or muscular dystrophy. They may also be caused by structural problems, such as a discrepancy in limb length. Due to differences in brain development, they may process information or react to their environment differently than children of the same age. These delays can have an impact on a child’s ability to learn, communicate, and interact with others. Children with developmental delays, including those with related neurobehavioral disorders such as autism spectrum disorder and attention deficit hyperactivity disorder, often also have social, emotional, or behavioral delays.⁵ The sooner identification of functional delay, the better it will be for the child’s development into adulthood

 

OBJECTIVE:

·       To assess the functional participation ability among preschool children

·       To find out the association between functional participation ability among preschool children with their selected demographic variables

 

REVIEW OF LITERATURE:

A study by Mary Law, Gillian Theresa petrenchik, Marilyn Ketroy& Dana Anaby on, Assessment of Preschool Children's Participation: Internal Consistency and Construct Validity emphasizes on Participation in activities provides the means for young children to learn, play, develop skills, and develop a sense of personal identity. The Assessment of Preschool Children's Participation (APCP) is a newly developed measure to capture the participation of children aged 2 to 5 years and 11 months in the areas of play, skill development, active physical recreation, and social activities. Data from a clinical trial involving 120 children with cerebral palsy indicated that the APCP has moderate to very good internal consistency. The measure distinguishes between children below or above 4 years of age across levels of the Gross Motor Classification System, and between income levels income levels below or above the median regional income range. The APCP, with a focus on preschool children, has potential use for assessment and identification of activity areas in which the child is participating and areas in which participation may be restricted.⁶

 

A study to identify the effect of the participation in physical activity-based recreation programs on the optimism of children, humor styles, and school life adjustment. To achieve the study purpose, this study selected 190 subjects as samples were extracted targeting senior students of elementary schools who participated in the physical activity-based recreation in the metropolitan areas as of 2014. As research methods, questionnaire papers were used and reliability analysis, factor analysis, correlation analysis, and multiple regression analysis were conducted by utilizing SPSS 18.0 after inputting analysis data into the computer. Investigating the results, among the sub-factors of the participation in recreation programs, participation frequency (β=0.573), participation period (β=0.475), and participation intensity (β=0.068) had an effect on affiliative humor, and participation frequency (β=0.355), and participation period (β=0.131), and participation intensity (β=0.465) had an effect on enhancing humor. As independent variables, used for the regression analysis, Affiliative humor and aggressive humor among the sub-factors explained 39.5%, and 29.8% of the total variance respectively. The study results, obtained in this study are as follows: First, in terms of the effect of the participation in physical activity-based recreation programs on optimism, participation frequency and participation intensity would have an effect on optimism, while participation period would have a significant effect on being positive among the sub-factors of optimism. Second, participation in physical activity-based recreation programs might have a significant effect on humor styles. Third, in terms of the effect of the participation in physical activity-based recreation programs on the school life adjustment, it was demonstrated that participation period and participation intensity would have a significant effect on school life adjustment, while participation frequency would have a significant effect on regulation-observance and school life satisfaction.⁷

 

MATERIALS AND METHODS:

Prior permission was obtained from the Principal of Bishop Benziger college of Nursing and administrative approval and consent from Principal of selected school, Kollam. The data was obtained by using a self structured work book on the functional participation among preschool children on the aspects of fine motor, gross motor and visual motor skills based on miller function and participation scale. Convenient random sampling was used to select 60 students between the age group of 3-5 years studying in the selected school. The students were provided with work book consisting of activities specific to their age and their participation is scored on the check list developed by the researcher.

 

RESULTS:

 

 

Figure 1: Percentage distribution of age (N=60)

The data presented in figure 1 shows that 33.3 % (20) were in 3 years,33.3% (20) were in 4 years and 33.3% (20) in 5 years.

 

 

Figure 2: Percentage distribution of sex (N= 60)

 

The data presented in figure2 shows 41.66% (25) are girls, 58.33 % (35) are boys.

 

 

Figure 3: Percentage distribution of educational qualification of parent (N=60)

 

The data presented in figure 3 shows 83. 3% (50) parents are graduates, 10% (6) parents are highersecondary, 6.6 % (4) parents are SSLC and below.

 

 

Figure 4: Percentage distribution of socioeconomic status of parents(N=60)

 

The data presented in figure 4 shows 80% (48) belongs to upper class, 20%(12) belongs to middle class, 0%(0) belongs to lower class.

 

 

Figure 5: percentage distribution of functional participation ability among preschool children with regard to visual motor aspect (N = 60)

 

The result shows 3.33% had mild mastery, 5% had moderate mastery and 91.66% had complete mastery over the given task respectively.

 

 

Figure 6: percentage distribution of functional participation ability among preschool children with regard to fine motor aspect (N=60)

 

The result shows 1.66% had mild mastery, 0% had moderate mastery and 98.33% had complete mastery over the given task respectively.

 

 

Figure 7: bar diagram showing the percentage distribution of functional participation ability among preschool children with regard to gross motor aspect.

(N = 60)

 

The result shows 1.66% had mild mastery 0. 5% had moderate mastery and 93.33% had complete mastery over the given task respectively.

 

 

 

 

 

Association between functional participation ability among preschool children with their selected demographic variables.

Selected variable	frequency	Frequency percentage	df	Chi square value	Level of significance
Age in years 3 years 4 years 5 years	20 20 20	33.3 33.3 33.3	4	14.82	S
Sex Boys girls	35 25	58.33 41.66	10	17.12	NS
Educational qualification of parents Graduates Higher secondary SSLC &below	50 6 4	83.3 10 6.6	4	11.43	S
Socioeconomic status of parents Upper class Middle class Lower class	48 12 0	80 20 0	2	12.78	S

Significant at 0.05 level

NS – not significant

S - significant

 

 

 

The present study revealed that 0(0%) was unable to perform 1(1.6%) had mild mastery 3(5%) had moderate mastery 56 (93.3%) had complete mastery over the whole task given.

 

The activities were scored again with respect to visual motor, fine motor and gross motor aspects of the children. The scoring of activities with regard to visual motor aspect reveals that out of 60 students, 3.33% had mild mastery, 5% had moderate mastery and 91.66% had complete mastery over the given task, the activities on fine motor aspects reveals 1.66% had mild mastery and 98.33% had complete mastery over the given task. and the activities on gross motor aspect reveals that 1.66% had mild mastery, 5% had moderate mastery and 93.33% had complete mastery over the given task respectively.

 

DISCUSSION:

The present study was conducted to assess the functional participation ability among preschoolers in selected schools at Kollam. In order to achieve the objectives of the study, Non experimental survey research design was adopted. The subjects were randomly selected by convenient sampling. The samples comprised of 60 students. The findings of the study have been discussed in relation to the objectives and other similar studies.

 

Assessment of functional participation ability among preschool children:

The findings show that 0(0%) had unable to perform1 (1.6%) had mild mastery 3(5%) had moderate mastery 56(93.3%) had complete mastery over the task which were assigned for them. The activities were scored again with respect to visual motor, fine motor and gross motor aspects of the children. The scoring of activities with regard to visual motor aspect reveals that 3.33% had mild mastery, 5% had moderate mastery and 91.66% had complete mastery over the given task, the activities on fine motor aspects reveals 1.66% had mild mastery and 98.33% had complete mastery over the given task .and the activities on gross motor aspect reveals that 1.66% had mild mastery, 5% had moderate mastery and 93.33% had complete mastery over the given task respectively.

 

Association between functional participation ability among preschool children with their selected demographic variables:

The association of functional participation and associated demographic variables like age, sex, educational qualification of parents, socio economic status of parents were computed by chi square test and the level of significance were computed. As the table value is less than the calculated chi-square value at 0.05 level of significance for age, educational qualification of parents, socio economic status of parents it proves that there is significant association between functional participation ability among preschool children with selected demographic variables at the same time as the table value is greater than calculated chi-square value at 0.05 level of significance for sex it proves that there is no significant association between functional participation ability among preschool children with selected demographic variable,sex.

 

CONFLICT OF INTEREST:

No conflict of interest

 

SOURCE OF SUPPORT:

Source of funding is by self

 

RECOMMENDATIONS:

Based on the findings of the study, it is recommended that

·       A similar kind of study can be conducted for a large group.

·       Early identification of developmental delays and referral services can be made.

·       Training sessions can be conducted for children identified with developmental delays.

 

REFERENCE:

1.        Health Information for Pregnant Women, Babies and Kids, available from http://www.newkidscenter.com/Importance-of-Preschool.html

2.        from https://www.parents.com › ... › Intellectual Growth

3.        Hodge, M. M. (1998). "Developmental coordination disorder: a diagnosis with theoretical and clinical implications for developmental apraxia of speech." Language Learning and Education 5: 8-11

4.        Marlow, N., E. M. Hennessy, et al. (2007). "Motor and executive function at 6 years of age after extremely preterm birth." Pediatrics 120(4): 793-804.

5.        Hadders-Algra, M. (2002). "Two distinct forms of minor neurological dysfunction: perspectives emerging from a review of data of the Groningen Perinatal Project." Dev Med Child Neurol 44(8): 561-71

6.        Mary Law, Gillian Theresa petrenchik, Marilyn Ketroy& Dana Anaby Marilyn Kertoy of The University of Western Ontario, London UWO. Available from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4795725

7.        Koo JE¹, Lee GU¹.J Exerc Rehabil. 2015 Jun 30;11(3):169-74. doi: 10.12965/jer.150210. eCollection available from https://www.ncbi.nlm.nih.gov/pubmed/26171384

 

 

Received on 09.11.2018          Modified on 21.11.2018

Accepted on 03.12.2018     © A&V Publications all right reserved