Movement and Song as a Gross Motor Stimulation Strategy for Children Aged 5–6 Years: An Experimental Study in Kindergarten

Abstract

Gross motor development is an essential aspect of early childhood growth that needs to be stimulated through active, enjoyable, and developmentally appropriate learning activities. However, early childhood education practices still face challenges related to children's low participation in motor activities, limited learning variation, and difficulties in performing coordinated body movements. This study aimed to analyze the effectiveness of movement and song activities in improving the gross motor development of children aged 5–6 years. A quantitative approach with a one-group pretest-posttest design was employed. The participants were 16 children from Group B3 at TK Negeri 5 Tibang, Banda Aceh, selected through purposive sampling. Data were collected using structured observations of children's gross motor abilities before and after the intervention. The observed indicators included body coordination, flexibility, balance, agility, eye-foot and hand-head coordination, participation in physical games, and the ability to use both hands. The data were analyzed using normality testing, paired-sample t-test, and improvement analysis. The findings demonstrated an increase in children's gross motor abilities following the implementation of movement and song activities. The total score increased from 680 at the pretest stage to 1,040 at the posttest stage, representing an increase of 360 points. Hypothesis testing indicated that movement and song activities were effective in improving the gross motor development of children aged 5–6 years. These findings suggest that integrating music, singing, and movement can serve as a contextual, enjoyable, and developmentally appropriate learning strategy for young children. Movement and song activities not only stimulate physical-motor abilities but also encourage active participation, motivation, self-expression, and meaningful learning experiences.