NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1126114
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0300-4279
"Lessons Learned" from Introducing Universal Strategies Designed to Support the Motor and Functional Skills of Reception and Year 1 Children in a Sample of Primary Schools in South East England
Hutton, Eve; Soan, Sue
Education 3-13, v45 n1 p83-103 2017
This article describes an evaluation of universal resources designed to support motor development in Reception and Year 1 children. Four schools (Year R-Year 6) in the South East of England, three with high numbers of disadvantaged children participated. Senior leadership influenced take up of the initiative. Health and well-being practitioners and occupational therapy students contributed to "roll out" of the resources with support provided by the authors over 12 weeks. Interview and focus group data from participating staff were gathered alongside examples of schoolwork from pupils. School staff needed access to support when incorporating universal strategies. The initiative contributed to schools working towards Healthy Schools targets. At the end of 12 weeks, improvements in children's sitting position, handwriting and lunchtime skills were noted, warranting further exploration of this approach to address the needs of children with poor motor skills at school entry.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A