Relations between motor skills and language skills in toddlers and preschool-aged children

Elin Reikerås,Finn Egil Tønnessen,Thomas Moser

doi:10.23865/jased.v4.2417

Abstract

The purpose of this longitudinal study is to (1) examine the relations between language and motorlife skills in toddlers and preschool-aged children (n = 646) in real-life situations; and (2) to explore how the level of motor-life skills in toddlers (2 years and 9 months, T1) is related to language skills at preschool age (4 years and 9 months, T2). Data were collected through structured observation during play and daily life activities (authentic assessment) by staff in Norwegian Early Childhood Education and Care institutions. The correlations between motor-life skills and language skills at T1 were significant but small (r = .12 to .29) and were somewhat stronger at T2 (r = .18 to .46). The correlation between motor-life skills at T1 and language skills at T2 (total score) was small (rho = .25) but significant. However, the subgroups with weak and strong motor-life skills at T1 differed significantly in language skills at T2 (effect size: .40). These findings support and complement previous research, which indicates significant relations between the level of motor-life skills in toddler age and language skills in preschool age.

Highlights

The importance of early language learning for the development of language and literacy in later years is frequently emphasised in the literature
This study aims to examine the relations between motor-life skills and language skills in a group of children at ages 2 years and 9 months (2;9, T1) and 4 years and 9 months (4;9, T2) and to explore how the level of motor skills in toddlers is related to language skills in preschool
The purpose of this study is to examine the relations between language and everyday motor-life skills in toddlers and preschool-aged children in real-life situations, as well as the association between these skills from toddler to preschool age

Summary

Introduction

The importance of early language learning for the development of language and literacy in later years is frequently emphasised in the literature (see, for example, Aukrust, 2005; Kuhl, 2011; Rogde et al, 2016). The specific importance of speech-, oro- or verbal-motor skills for language development is widely accepted (Dodd & McIntosh, 2010; Hotulainen et al, 2010; Nip, et al, 2011). The need for a deeper understanding of the relationship between general motor skills and language skills has been highlighted in the literature (Iverson, 2010; Leonard & Hill, 2014; Son & Meisels, 2006). We agree with Iverson’s (2010) characterization of the relations

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