Challenges in Implementing Gross Motor Learning Strategies in Early Childhood Education

Abstract

Gross motor learning is an essential component of early childhood education (ECE) as it directly contributes to children’s physical, cognitive, and socio-emotional development. However, its implementation in ECE settings still faces various challenges. This study aims to examine in depth the challenges of implementing gross motor learning strategies in early childhood education. The research employed a descriptive qualitative approach conducted at TK Negeri Pembina Tanjung Morawa. The study subjects included two classroom teachers, with data collected through observation, interviews, and documentation. Data analysis followed the stages of data reduction, data presentation, and drawing conclusions. The results indicate that the main challenges in implementing gross motor learning strategies include limited instructional time, the predominance of classroom-based activities, inadequate facilities and infrastructure, and variations in teachers’ abilities to design and modify motor activities suitable for children’s characteristics. Additionally, classroom management and differences in children’s motor skills also affect the effectiveness of learning. These findings underscore the need to strengthen teacher competencies, optimize the learning environment, and plan more flexible and contextual learning activities to ensure the optimal development of gross motor skills in early childhood.