Adaptive Traditional Assistive Technology to Support the Motor Development of Children with Special Needs in Early Childhood Education: An Ethnographic Study of Inclusive Pedagogical Practices
Downloads
Background. Inclusive early childhood education requires learning environments that accommodate the diverse motor abilities and participation needs of children with special educational needs. Traditional play tools have strong cultural and pedagogical value, yet their potential as low-tech assistive technology remains underexplored, particularly when systematically adapted to children’s individual motor characteristics.
Purpose. This study aims to explore how traditional play tools are adapted and integrated as low-tech assistive technology to support motor development, participation, and inclusive pedagogical practices among children with special educational needs.
Method. An educational ethnography systematically observed 27 children in one inclusive West Sumatran classroom using observations, interviews, field notes, motor-response records, documentation, and teacher-mediated adaptation analysis.
Novelty. This study reframes culturally familiar traditional play materials as adaptive low-tech assistive technology through individualized modifications and iterative teacher-responsive pedagogy.
Results. Adapted traditional play tools improved accessibility and supported motor engagement, independence, participation, and peer interaction among children with special educational needs. Teacher responsiveness emerged as a key factor in aligning tool adaptations with individual abilities.
Conclusion. Traditional play tools can function as culturally responsive low-tech assistive technology when systematically adapted to children’s motor needs. Their effectiveness is shaped by cultural familiarity, functional adaptation, and continuous teacher support.
Budi, S. B., Mega Iswari, Damri, D., & Rendra, A. R. (2026). Evaluation a training intervention for injury prevention knowledge of children with physical disabilities among special educators in Indonesia. Jurnal Konseling Dan Pendidikan, 14(1), 638-648. https://doi.org/10.29210/1200000
Casely-Hayford, L., Aboyella, D. A., Amaniampong, E.-M., Eyison, Y. G., Nkrumah, A. E., Ankrah, F. A., & Kanyagui, M. (2026). Parents and community agency in early childhood education and development in rural Ghana: Towards an indigenous home-based early learning model. Frontiers in Education, 11, 1718495. https://doi.org/10.3389/feduc.2026.1718495
Chen, D., Zhao, G., Fu, J., Shun, S., Su, L., He, Z., Chen, R., Jiang, T., Hu, X., Li, Y., & Shen, F. (2024). Effects of structured and unstructured interventions on fundamental motor skills in preschool children: A meta-analysis. Frontiers in Public Health, 12, 1345566. https://doi.org/10.3389/fpubh.2024.1345566
Çinar, M., & Hassani, F. (2026). The effects of traditional games on physical literacy among school-aged children. Frontiers in Sports and Active Living, 7, 1759890. https://doi.org/10.3389/fspor.2025.1759890
Dewey, D., & Kaplan, B. J. (1994). Subtyping of developmental motor deficits. Developmental Neuropsychology, 10(3), 265-284. https://doi.org/10.1080/87565649409540583
Duthois, T., Vanderlinde, R., Van Avermaet, P., & Montero Perez, M. (2026). What children get overlooked? The distribution of teachers’ attention in early childhood education: a mobile eye-tracking study. Early Childhood Research Quarterly, 75, 109-119. https://doi.org/10.1016/j.ecresq.2025.12.004
Efendi, M. (2018). The Implementation of Inclusive Education in Indonesia for Children with Special Needs: Expectation and Reality. Journal of ICSAR, 2(2), 142-147. https://doi.org/10.17977/um005v2i22018p142
Ertem, I. O., Krishnamurthy, V., Mulaudzi, M. C., Sguassero, Y., Balta, H., Gulumser, O., Bilik, B., Srinivasan, R., Johnson, B., Gan, G., Calvocoressi, L., Shabanova, V., & Forsyth, B. W. C. (2018). Similarities and differences in child development from birth to age 3 years by sex and across four countries: A cross-sectional, observational study. The Lancet Global Health, 6(3), e279-e291. https://doi.org/10.1016/S2214-109X(18)30003-2
Erwin, E., Degeng, I. N. S., & Praherdhiono, H. (2026). The effectiveness of collaborative blended learning on mastery of instructional media concepts. https://doi.org/https://doi.org/10.31893/multirev.2026497
Erwin, E., Japakiya, R., & Saputra, D. (2023). Utilization of Kine Master Application as a Learning Video.
Erwin, E., & Kuswandi, D. (2024). Tinjauan pustaka: Model pembelajaran blended learning di era Society 5.0. INOPENDAS: Jurnal Ilmiah Kependidikan, 7(1), 39-47.
Fauzi, R. A., Suherman, A., Saptani, E., Dinangsit, D., & Rahman, A. A. (2023). The Impact of Traditional Games on Fundamental Motor Skills and Participation in Elementary School Students. International Journal of Human Movement and Sports Sciences, 11(6), 1368-1375. https://doi.org/10.13189/saj.2023.110622
Goldstein, D. N., Cohn, E., & Coster, W. (2004). Enhancing Participation for Children with Disabilities: Application of the ICF Enablement Framework to Pediatric Physical Therapist Practice: Pediatric Physical Therapy, 16(2), 114-120. https://doi.org/10.1097/01.PEP.0000127567.98619.62
González-Devesa, D., Blanco-Martínez, N., Varela, S., & Ayán-Pérez, C. (2025). Effects of Dance Programs on Fundamental Motor Skills in Preschool Children: A Systematic Review and Meta-Analysis.
Hammersley, M., & Atkinson, P. (2019). Ethnography: Principles in practice. Routledge.
Hsiao, H.-S., Chen, J.-C., Chen, J.-H., Chen, Y.-X., & Chung, G.-H. (2026). Incorporating the 6E Model Integrated with Creative Thinking Strategies into STEAM Education: Enhancing Children’s Fine Motor Skills, Hands-on Performance, and Learning Behaviors. Early Childhood Education Journal, 54(4), 2167-2188. https://doi.org/10.1007/s10643-025-01981-0
Kolehmainen, N., Francis, J. J., Ramsay, C. R., Owen, C., McKee, L., Ketelaar, M., & Rosenbaum, P. (2011). Participation in physical play and leisure: Developing a theory- and evidence-based intervention for children with motor impairments. BMC Pediatrics, 11(1), 100. https://doi.org/10.1186/1471-2431-11-100
Kurniadi, P., Hasnah, S., Mudinillah, A., & Erwin, E. (2023). Korelasi Antara Penguasaan Bahasa Arab Dan Pemahaman Al-Qur’an Dengan Teknik Menghafal. Mauizhah: Jurnal Kajian Keislaman, 12(2), 103-117.
Lehner?Mear, R., Dixon, K., Xu, Y., Gripton, C., & Cooker, L. (2026). Gender as an issue of curricular (in)justice: A review of national early childhood education curriculum documents in England from 1996 to 2021. The Curriculum Journal, 37(1), 88-106. https://doi.org/10.1002/curj.326
Liu, B., Yan, Y., Jia, J., & Liu, Y. (2025). Can active play replace skill-oriented physical education in enhancing fundamental movement skills among preschool children? A systematic review and meta-analysis. BMC Public Health, 25(1), 1399. https://doi.org/10.1186/s12889-025-22398-9
Mahmoudi, E., Movahed, M., Majnemer, A., Denner Dos Santos, C., Backlin, G., Siou, A., Glegg, S., Pritchard, L., McCabe, J., Shikako, K., & Jooay App Research Group. (2026). Gamification strategies that promote leisure participation in children and youth with disabilities. Disability and Rehabilitation: Assistive Technology, 21(1), 122-142. https://doi.org/10.1080/17483107.2025.2529508
McQuillan, V. A., Swanwick, R. A., Chambers, M. E., Schlüter, D. K., & Sugden, D. A. (2021). A comparison of characteristics, developmental disorders and motor progression between children with and without developmental coordination disorder. Human Movement Science, 78, 102823. https://doi.org/10.1016/j.humov.2021.102823
Mudinillah, A., Kuswandi, D., Erwin, E., Sugiarni, S., Winarno, W., Annajmi, A., & Hermansah, S. (2024). Optimizing Project-Based Learning in Developing 21st Century Skills: A Future Education Perspective. Qubahan Academic Journal, 4(2), 86-101. https://doi.org/10.48161/qaj.v4n2a352
Neris, V. P. D. A., & Baranauskas, M. C. C. (2012). Designing tailorable software systems with the users’ participation. Journal of the Brazilian Computer Society, 18(3), 213-227. https://doi.org/10.1007/s13173-012-0070-x
Ourda, D., Polyzoudi, E., Gregoriadis, A., & Barkoukis, V. (2025). Enhancing Preschoolers’ Motor Creativity Through Playfulness and Social Engagement. Children, 12(8), 969. https://doi.org/10.3390/children12080969
Pesce, C., Masci, I., Marchetti, R., Vazou, S., Sääkslahti, A., & Tomporowski, P. D. (2016). Deliberate Play and Preparation Jointly Benefit Motor and Cognitive Development: Mediated and Moderated Effects. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00349
Saearani, M. F. T., Sampurno, M. B. T., Chan, A. H., Alfarisi, S., Augustine, C., Colleen Wong, W. H. Y., & Mazlan, C. A. N. (2026). Development and usability evaluation of a creative movement model integrating traditional games for early childhood education. Discover Education, 5(1), 82. https://doi.org/10.1007/s44217-025-01098-x
Scharoun Benson, S. M., Salters, D., & Benson, A. J. (2025). Mapping Children’s Social and Motor Skill Profiles to Autistic Traits and Behavioral Tendencies. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-025-06780-5
Serrano, R. M., Gallego, A. J., Alfaya, E. G., & Carrillo, J. R. (2026). Learning From the Talents of Female Scientists in Early Childhood. Early Childhood Education Journal, 54(5), 3675-3687. https://doi.org/10.1007/s10643-025-02083-7
Suherman, W. S., Dapan, D., Guntur, G., & Muktiani, N. R. (2019). DEVELOPMENT OF A TRADITIONAL CHILDREN GAME BASED INSTRUCTIONAL MODEL TO OPTIMIZE KINDERGARTENERS’ FUNDAMENTAL MOTOR SKILL. Jurnal Cakrawala Pendidikan, 356-365. https://doi.org/10.21831/cp.v38i2.25289
Veiga, G., Guerreiro, D., Pomar, C., Almeida, G., Rebocho, C., & Marmeleira, J. (2025). Effects of an Outdoor Play-Based Intervention on Preschoolers’ Fundamental Movement Skill Competence: A Cluster Randomized Controlled Trial. Early Education and Development, 36(8), 1809-1820. https://doi.org/10.1080/10409289.2025.2532220
Wang, X., & Zhou, B. (2024). Motor development-focused exercise training enhances gross motor skills more effectively than ordinary physical activity in healthy preschool children: An updated meta-analysis. Frontiers in Public Health, 12, 1414152. https://doi.org/10.3389/fpubh.2024.1414152
Copyright (c) 2026 Halimatul Saqdiyah, Jhoni Warmansyah, Rohan Kumar, Nikhil Desai
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
