The Role of 4E cognition framework in improving early childhood fine motor skills development through learning materials

Abstract

Early childhood is a critical period that influences a child’s cognitive, social, emotional, and physical development. During this period, fine motor skills play a key role in promoting independence and academic readiness. This study focuses on the development of grasping as a core component of fine motor skills and examines how learning materials support its progress through the lens of the 4E cognitive framework. The framework views learning as embodied, embedded, enactive, and extended, highlighting the interactions between the child, the environment, and tools. Research was conducted with 30 preschool children representing urban, semi-urban, and rural areas of Sri Lanka. The findings indicated that children in urban environments exhibited better fine motor and grasping skills attributable to enhanced access to educational resources, whereas rural children exhibited slower development due to restricted exposure to such tools. Findings highlight the importance of equitable access to a variety of learning materials and provide insight into how the 4E cognitive principles can improve early childhood education practices.