Page 240 - 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
P. 240
ja Tatalović Vorkapić and Lana Osojnak
Table 5 The Results of Testing the Difference Significance in the Second Measurement
Regarding the Two Groups
Sensory materials Group zp
Experimental Control
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.
these differences can be only assigned to maturation and not to sensory
stimulations are marked with a plus: therapy ball – small, obstacle course,
and walking and climbing on slopes and substrates (spongy stairs, climb-
ing cliff, tactile paths). In two activities, ‘balance pad’ and ‘lifting and car-
ing’ (marked with a circle) no changes can be taken into consideration be-
cause the children from the two groups weren’t on the same primary level
of sensory-motoric abilities. These results might have been obtained due to
the child’s possibility of conducting these activities on a daily basis, such as
climbing, walking, jumping, lifting, throwing, etc. so that hey develop their
own specified biotic motoric knowledge. In addition, in the activity lifting
and carrying, no differences were observed between the two series of mea-
suring in the experimental group.
Conclusion
Our primary research hypothesis was that there would be differences be-
tween children in the experimental and control group before the introduc-
tion of sensory activities. It was clearly determined that the implementation
of specified sensory activities at an early age could significantly affect an ad-
vanced sensory integration development in the nursery school. The inability
to confirm this hypothesis with some materials and activities indicates the
significance of carefully and accurately selected materials and activities in
240
Table 5 The Results of Testing the Difference Significance in the Second Measurement
Regarding the Two Groups
Sensory materials Group zp
Experimental Control
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.
these differences can be only assigned to maturation and not to sensory
stimulations are marked with a plus: therapy ball – small, obstacle course,
and walking and climbing on slopes and substrates (spongy stairs, climb-
ing cliff, tactile paths). In two activities, ‘balance pad’ and ‘lifting and car-
ing’ (marked with a circle) no changes can be taken into consideration be-
cause the children from the two groups weren’t on the same primary level
of sensory-motoric abilities. These results might have been obtained due to
the child’s possibility of conducting these activities on a daily basis, such as
climbing, walking, jumping, lifting, throwing, etc. so that hey develop their
own specified biotic motoric knowledge. In addition, in the activity lifting
and carrying, no differences were observed between the two series of mea-
suring in the experimental group.
Conclusion
Our primary research hypothesis was that there would be differences be-
tween children in the experimental and control group before the introduc-
tion of sensory activities. It was clearly determined that the implementation
of specified sensory activities at an early age could significantly affect an ad-
vanced sensory integration development in the nursery school. The inability
to confirm this hypothesis with some materials and activities indicates the
significance of carefully and accurately selected materials and activities in
240
