The effect of a learner-support intervention on perceptual-motor skills of kindergarten learners from deprived environments

Abstract

This study reports on a learner-support intervention aimed at the development of perceptual-motor skills of kindergarten learners from disadvantaged environments. A quantitative research method was followed which consisted of a three-group, pre-test/post-test design. Three Grade R (kindergarten) schools were selected by means of a convenience sample. Two schools were selected from disadvantaged communities (Quintile 1 schools)—C1 (n = 30) and E (n = 25)—and one from a more advantaged community (Quintile 3 school)—C2 (n = 22). A two-level perceptual-motor intervention was implemented in school E for nine months. All participants were tested before and after the intervention by means of a school-readiness test. Results were analysed using an analysis of variance (ANOVA), dependent t-tests and an analysis of covariance (ANCOVA) to determine differences among and within groups. A significant relationship was found between school readiness and perceptual-motor development. Results also suggested that a perceptual-motor intervention could aid learners from disadvantaged environments in overcoming factors which impede school readiness