Motor skill development in Grade R learners is very crucial for the children’s overall growth and readiness for formal schooling. Motor skills are divided into gross and fine motor skills. Gross motor skills involve large muscle movements, while fine motor skills involve small muscle movements. Both gross and fine motor skills play significant roles in a child's physical, cognitive, and social skills development. Gross motor skills help with balance, coordination, and physical endurance, while fine motor skills involve small muscle movements, particularly in the hands and fingers. These skills are essential for writing, drawing, and manipulating objects. However, the outbreak of the COVID-19 pandemic imposed unprecedented restrictions on daily activities, including access to physical education and play, which are critical for the motor skills development of young children. The COVID-19 pandemic significantly disrupted early childhood education, including motor skills development in Grade R learners. With school closures, social distancing measures, and reduced physical activities, young children faced limited structured play and movement-based learning opportunities. Motor skill development, crucial for cognitive growth, social interaction, and future academic success, may have been negatively impacted. This study was therefore carried out to investigate the effects of these restrictions on the gross and fine motor skills of Grade R learners in the Motheo District, Free State, South Africa, focusing on key developmental areas such as balance, coordination, and fine motor control. The study was anchored on cognitive development theory by Jean Piaget, a foundational theory that focuses on children's cognitive growth and development. Utilising a quantitative research approach and adopting an ex-post-facto research design, data were collected from 143 Grade R learners and 10 Grade R teachers across five schools through standardised motor skill assessments and teacher surveys. Mean and Standard deviation were used to answer the research questions that guided the study. Results revealed significant declines in motor skills, with learners demonstrating reduced proficiency in tasks requiring physical coordination, such as jumping, balancing, and manipulating small objects. These declines were exacerbated by limited access to outdoor spaces, reduced peer interaction, and the suspension of structured physical education during the pandemic. The study underscores the critical need for intervention programs to address these delays, including school-based physical activity programs, community support initiatives, and parent-led at-home exercises. By highlighting the pandemic's far-reaching impact on motor skills development, this research contributes to the broader discourse on post-pandemic recovery strategies for early childhood education.

Keywords: COVID-19, motor skills, physical activity, early childhood development, Grade R.