Page 238 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
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ja Tatalović Vorkapić and Lana Osojnak
Table 3 The Results of Testing the Difference Significance in the Control Group Regarding
the Two Measurements
Sensory materials Measurement zp
st nd
Trampoline . (.) . (.) –. .
Therapy ball – ‘small’ . (.) . (.) –. .
Therapy ball – ‘peanut-shape’ . (.) . (.) –. .
Balance board . (.) . (.) –. .
Funnel spinning . (.) . (.) –. .
Balancing pad . (.) . (.) –. .
Platform swing . (.) . (.) –. .
Obstacle course . (.) . (.) –. .
Walking and climbing* . (.) . (.) –. .
Lifting and carrying . (.) . (.) . .
Pushing . (.) . (.) . .
Notes * On slopes and substrates (spongy stairs, climbing cliff, tactile paths). Standard devi-
ations in parenthesis.
tween the first and second measurement in the control group (N = 13). Statis-
tically significant differences were obtained in the following activities: ‘ther-
apy ball – small,’ ‘balance pad,’ ‘walking and climbing slopes and substrates,’
and ‘obstacle courses.’ Here are evident developmental enhancements in
some exercises although the children in the control group were not using
the specified sensory-motoric gadgetry and devices. Precisely because of
these significant differences, the differences in these activities in experimen-
tal group could not be ascribed to the effect of the use of the sensory-motoric
equipment, but rather to the maturation effect. Some progress can be no-
ticed in the specified four activities just because of maturation and regardless
of what the stimulation from the surroundings might be.
Experimental and control group – first measurement. The primary assump-
tion for this research was that there wouldn’t be any differences between the
children in the experimental and in control group before introducing sensory
activities. One of the prerequisites of the experimental design is to have an
experimental and control group that are equal with regards to the critical
variables, such as age, gender, and psychomotor abilities so that the final dif-
ferences between the groups could be ascribed precisely to the effect of the
sensory activities and not something else, such as maturation. Well, it was
determined that this is not the case in this study, since the groups were sig-
nificantly different from the starting point of the measurement due to non-
238
Table 3 The Results of Testing the Difference Significance in the Control Group Regarding
the Two Measurements
Sensory materials Measurement zp
st nd
Trampoline . (.) . (.) –. .
Therapy ball – ‘small’ . (.) . (.) –. .
Therapy ball – ‘peanut-shape’ . (.) . (.) –. .
Balance board . (.) . (.) –. .
Funnel spinning . (.) . (.) –. .
Balancing pad . (.) . (.) –. .
Platform swing . (.) . (.) –. .
Obstacle course . (.) . (.) –. .
Walking and climbing* . (.) . (.) –. .
Lifting and carrying . (.) . (.) . .
Pushing . (.) . (.) . .
Notes * On slopes and substrates (spongy stairs, climbing cliff, tactile paths). Standard devi-
ations in parenthesis.
tween the first and second measurement in the control group (N = 13). Statis-
tically significant differences were obtained in the following activities: ‘ther-
apy ball – small,’ ‘balance pad,’ ‘walking and climbing slopes and substrates,’
and ‘obstacle courses.’ Here are evident developmental enhancements in
some exercises although the children in the control group were not using
the specified sensory-motoric gadgetry and devices. Precisely because of
these significant differences, the differences in these activities in experimen-
tal group could not be ascribed to the effect of the use of the sensory-motoric
equipment, but rather to the maturation effect. Some progress can be no-
ticed in the specified four activities just because of maturation and regardless
of what the stimulation from the surroundings might be.
Experimental and control group – first measurement. The primary assump-
tion for this research was that there wouldn’t be any differences between the
children in the experimental and in control group before introducing sensory
activities. One of the prerequisites of the experimental design is to have an
experimental and control group that are equal with regards to the critical
variables, such as age, gender, and psychomotor abilities so that the final dif-
ferences between the groups could be ascribed precisely to the effect of the
sensory activities and not something else, such as maturation. Well, it was
determined that this is not the case in this study, since the groups were sig-
nificantly different from the starting point of the measurement due to non-
238
