Examining the effect of sensorimotor activities on parent-child relationship and gross motor skills

Koçak Rabia, (2024). Examining the effect of sensorimotor activities on parent-child relationship and gross motor skills. Master's Thesis, Biruni University Graduate Education Institute, Istanbul. This study investigated whether sensorimotor activities in early childhood have an effect on parent-child relationships and gross motor skills. 32 people between the ages of 4-6 who came to KindyROO Beylikdüzü Development Academy and participated in the therapy accompanied by their parents participated in the study voluntarily. The population was divided into 16 experimental and 16 control groups. While the parent-accompanied education model, planned for 8 weeks, was applied to the experimental group as a one-hour group session once a week, as a pre-test after recording the sociodemographic characteristics of the individuals, the Child-Parent Relationship Scale was used to measure the relationship between parent and child, and the Bruininks-Relationship Scale was used to check gross motor skills. Oseretsky Motor Proficiency (BOT) 2 test was applied. The control group spent time in the free play area for one hour once a week, accompanied by their parents. In the control group, no significant difference was observed in the BOT 2 test in subheadings other than fine motor integration, fine motor sensitivity and strength values (p>0.05). In addition, a statistically significant increase was detected in family conflict and positive relationships (p<0.05). In the experimental group, an eight-week KindyROO intervention program was applied one day a week in addition to the play time established by the parent and child in the social area. A significant increase in dexterity, bilateral coordination, balance, upper extremity coordination, strength, speed and agility scores was observed in the control group (p<0.05). It was concluded that sensorimotor activities affect the parent-child relationship and gross motor skills. Parents should be encouraged to learn the correct playmaking language, taking into account the developmental levels of their children.