The implementation of basic movement activities for children with special needs in inclusive early childhood Education
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Abstract
Children can explore and learn how to control their balance, body coordination, and concentration through basic movement activities. This study aimed to assess the improvement of the physical motor skills of children with special needs through basic movement activities, as part of the implementation of inclusive learning in early childhood education institutions. The research applied a quasi-experimental model with one group pre-post design. Through purposive sampling, it involved 8 boys and 9 girls with motor delays as a representation of the students in inclusive early childhood education institutions in Semarang. The paired sample t-test results in a significant p-value, indicating that the null hypothesis is rejected, and confirming the effectiveness of basic movement activities to improve the children’s physical motor skills. The movement activities designed in this research consisted of walking in a straight line, walking on a catwalk, going up and down stairs, hanging, jumping, jumping with obstacles, throwing and catching the ball, and rolling the ball.
Keywords: Children; inclusive education, physical education; special needs.
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