The relationship between gross motor skills and school readiness in early childhood: making the case in South Africa

Abstract

Early childhood development (ECD) has gained substantial recognition in South Africa (SA) as a key issue to be addressed, but inequities and deficits remain evident, despite progressive policy and widespread effort by a range of role players in the non-governmental sector. ECD in SA requires far more attention if these are to be rectified, and school readiness is a particular area of concern. Previous research indicates that gross motor skills may positively impact on school readiness outcomes in disadvantaged SA children. This paper outlines school readiness deficits in disadvantaged SA children and presents an argument for using gross motor skill interventions to address these. This argument can hopefully form the basis for future gross motor skill interventions aimed at improving school readiness among disadvantaged children in a range of settings. Insight gained from the situation in SA may serve to assist those in other countries facing similar challenges with ECD.

Keywords:

• gross motor skills
• school readiness
• developing country

Acknowledgement

The authors thank Linda Biersteker for her valuable input on this paper.