These results were also extracted from the analysis of data:

• No significant relationship between weight, height, duration of attention in the center and increase of fine motor skills was noted in the experimental group.
• Increase of fine motor skills in two groups was similar.
• There was a significant difference between the average speed of right-hand skill in the two age groups in the experimental group (P£0/04).
• The increase in the fine motor skills of the two sexes groups was similar.
  
• There were significant differences between the average speed of left-hand skills in the two sexes in the experimental group (P£0/02).

Discussion
The results show that plays facilitates the development of hand-hand, hand-eye coordination and speed of hand skills. Play promotes specific features, i.e. concentration, positive motivation and enjoyment, and has a particular effect on the limbic system, which in turn has a role in the performance of motor objectives. Therefore in this section a brief account of the activity of the limbic system and its role on planning and learning of motor activities will be discussed to highlight the importance of play in the improvement of fine motor skills. The activity of the limbic system and its role in the development of processes such as sensory-motor organization has been studied in the past decade. The relationship between emotional-affective, sensory-motor and other functional systems is considered more important than before. The limbic system is connected with the reticular system and is very complicated with many connecting fibers, as a result any stimulation in this system will result in a durable and established effect.

Parts of the limbic system such as the hipocampus, amigdala and mamillary bodies, have particular roles for example the amigdala with its many connections with other parts of the limbic system is involved in the onset of the level of motivation and emotion and assists the process of learning. The hipocampus and mamillary bodies have important roles in both short term and long term memory. The hipocampus has a basic role in storing information and in learning. It functions by generating stimulation, which changes short term memory to long term memory. The hipocampus generates a kind of signal which is sent to the long-term memory and gives the command for storage. Based on the experience the hippocampus determines what should be learned and memorized.

Motivation, awareness and concentration are three important factors for learning which appear during play. This process is mediated by the limbic system, especially the amigdala. Considering that the emotions have an effect on the limbic system, the role of emotive learning through play, which has a powerful reinforcing effect, can not be ignored in intervention.
It can be interpreted as follows:

• Motor responses are the result of the effect of the limbic system on the motor control system and not the motor control system alone.
• Hypothalamus and the limbic system are specifically involved in the emotive nature of the sensory feelings and whether the feelings are pleasant or not