Motor Skills In Children Research Articles

Persepsi Pengasuh dalam Pola Asuh dan Pemberian Makan pada Anak dengan Cerebral Palsy

Cerebral palsy (CP) is a neurological disorder that affects a child's motor skills and motor skills, which often causes difficulties in parenting and feeding. This study aims to explore the perception of caregivers related to parenting and feeding in children with CP at the Jakarta Disabled Children Development Foundation (YPAC). The research uses a qualitative method with in-depth interviews with caregivers and educators at YPAC. The results of the study show that caregivers tend to apply a responsive parenting style aimed at increasing children's independence, although this process takes a long time. In feeding, caregivers face challenges such as food rejection, physical limitations in chewing and swallowing, and proper feeding positioning. In conclusion, caregiver support plays a very important role in improving the quality of life of CP children, both in terms of independence and proper nutritional intake. Training and support for caregivers is important to deal with these challenges more effectively.

Development of gross motor skills in children under the age of 3 years: a decision tree approach

BackgroundThe early years of life are critical for gross motor development (GMD). This study utilized decision tree modeling to examine the influences on gross motor development in children under the age of 3 years and to rank the key factors affecting their development.MethodsBased on randomized stratified sampling, 9,507 children aged 0–3 years in Shenzhen were included in this study. The Ages and Stages Questionnaires (ASQ) were utilized for the assessment of gross motor development. The chi-square test was used to compare groups, and variables were screened using univariable and multivariable regression analyses. Decision tree modeling was employed to rank the importance of statistically significant variables.ResultsThe research found a prevalence of gross motor developmental delay of 1.41% among the respondents. The accuracy of the decision tree model is 70.96%. The results demonstrated a strong correlation between seven variables affecting the gross motor development of children, which were ranked based on importance: age, whether to provide supplementary food, average time spent interacting with children, family type, feeding method, mode of delivery, and birth order.ConclusionThe risk of gross motor developmental delay increases with age. Furthermore, supplementary food and interacting with other children are critical factors in improving children’s GMD delay. It is therefore imperative to enhance the monitoring of children’s gross motor skills through regular developmental assessments that detect potential GMD delays. Moreover, family type, feeding method, mode of delivery, and birth order were also predictive factors of GMD delay.

EFEITOS DE UM PROGRAMA DE INTERVENÇÃO DE CURTA DURAÇÃO NAS HABILIDADES MOTORAS FUNDAMENTAIS DE CRIANÇAS DO PRIMEIRO ANO ESCOLAR

This study aims to evaluate the effects of an interventional program in the fundamental motor skills of children studding at the first year of Elementary School in São Leopoldo city, Rio Grande do Sul State. The study sample was composed by 40 children that were included in the study criteria, from these 21 were male with ages between six and seven years old. The procedures realized consisted on a “pre-test” followed by an Interventional Program with a “post-test”. The fundamental motor skills performances of the “pre-test” and the “post-test” were evaluated by the Test of Gross Motor Development (TGMD-3). To analyze the effect of the motor interventional program in the fundamental motor abilities related with gender, generalized estimation equations were tested. The differences found were evaluated by the Bonferroni multiple comparison test, using Level of significance a<0,05. The results demonstrated significant difference in the medias of “pre-test” and “post-test” to all abilities tested by TGMD-3, except in the “running” during locomotion, where since the beginning of the tests children showed positive performance. There was no significant difference in the comparison of gender and motor abilities.

Efforts to Improve Fine Motoric Skills of Early Childhood through Coffee Dregs at Tkit Ar-Rahmah, Bener Meriah Regency

This study aims to determine how efforts to improve the fine motoric abilities of early childhood through coffee grounds at Tkit Ar-Rahmah, Bener Meriah Regency. using the method of class action research (PTK) descriptive qualitative model. The subject of this research is class B children totaling 24 children, of which there are 15 girls and 14 boys at the age of 5-6 years. The results of the achievement of action in cycle 1 showed that the percentage of children's fine motor skills was 37.5% undeveloped (BB), children who began to develop (MB) 41.67%, and children developing as expected (BSH) 20.83%. Whereas in cycle II there was a very good increase, namely with a percentage of 16.67% of children who developed as expected (BSH) and 83.33% of children who developed very well (BSB). Thus it can be concluded that there is an increase in children's fine motor skills through coffee grounds collage media in TKIT Ar-Rahmah, Bener Meriah district.

The Role of KKN-University of Muhammadiyah Sidoarjo Students in Boro Village to Improve Education in Children Through Various Activities Such as Fun Games, Finger Painting, and Spiritual Learning

The Integrated Community Service Program (KKN-T) of Universitas Muhammadiyah Sidoarjo in Boro Village aims to improve the quality of children's education through various creative and educational approaches. This program involves several key activities, such as fun games, finger painting, and spiritual learning, designed to develop children's cognitive, motor, and spiritual aspects. The fun games are aimed at enhancing children's social and motor skills, finger painting focuses on fostering creativity and fine motor skills, while spiritual learning is intended to strengthen their religious understanding and moral values. The method used is a participatory approach, where students collaborate directly with the local community in the planning, implementation, and evaluation of the activities. The results of this program show increased participation and motivation of children in learning, both academically and non-academically

PENINGKATAN KEMAMPUAN MOTORIK KASAR ANAK-ANAK DI DESA RIDOGALIH MELALUI PENERAPAN OLAHRAGA TRADISIONAL LOMPAT KARET

Gross motor skills are related to the use of large muscles. To avoid delays in gross motor development in children, it is necessary to develop gross motor skills early on. One of the reasons children's gross motor skills do not develop is because there are no activities in the classroom or school that stimulate children's gross motor development. Childhood is a period of play, therefore, the implementation of the service applies socialization and mentoring methods in encouraging the development of all children, one of which is the traditional game of jumping rope rubber to develop gross motor skills in children. This community service aims to determine the improvement of children's gross motor skills in Ridogalih. The results of the implementation of this community service have a positive impact, namely increasing understanding related to the procedures for implementation and getting to know the traditional sport of rubber jumping more deeply and some children have increased agility and body balance and coordinated their eyes with their hands and feet.

A Study on the Design of Embedded Visual Image Teaching Aids to Assist Young Children's Cognitive and Fine Motor Development.

Visual development in infancy is crucial for establishing neural connections and enhancing the growth of the visual center. Adequate visual stimulation supports cognitive learning, helping children integrate images, colors, and shapes. This research examines the design and use of a visual image teaching aid to guide children in exploring image cognition and developing fine motor skills. This study involved 70 kindergarten teachers who participated in a questionnaire survey about 60 children aged from 5 to 6 years old. The results show that visual graphic aids effectively promoted coordination, control, and the integration of visual and fine motor skills in children. Furthermore, these aids supported the development of spatial and environmental relationships through hands-on activities.

Teacher's understanding of early childhood physical literacy: thematic analysis based on teaching experience from an Indonesian perspective

ABSTRACT Background Early childhood is a critical period for the formation of physical literacy from an early age. Teachers play an important role in supporting the growth of children's physical literacy. Unfortunately, in Indonesia, the understanding of the concept of physical literacy has yet to fully permeate early childhood education. There are no special regulations from the government to include physical education in early childhood education so that children can achieve physical literacy. Traditionally in Indonesia, teachers provide physical activity games with the aim being only to master children's gross motor skills. Therefore, the presentation of physical activity through play provided by teachers needs attention to understand children's physical literacy. These teachers can help inform the provision of physical education for early childhood education in supporting children's physical literacy in the future. Purpose This research aims to reveal the experiences of early childhood education teachers in Indonesia who are used to providing physical activity learning through games. Through this experience, this research also aims to explore teachers’ meanings regarding children's physical literacy. Method Through a phenomenological study in accordance with the physical literacy theoretical framework, semi-structured interviews were conducted with 13 early childhood education teachers in West Java, Indonesia. A sample of teachers was taken and interviewed from 5 schools that met the criteria, namely that they were used to teaching physical activity through play for the purpose of developing children's gross motor skills. To add to the description of teachers’ experiences, photo-elicitation interviews were conducted. Top-down thematic and bottom-up thematic analysis was carried out to analyze all the data that had been obtained. Results Physical literacy is interpreted as something related to children's health, meaning physical activity carried out by young children to keep their bodies fit and healthy so they can live their lives independently. Pedagogical experience from an educational background other than physical education is recognized as an obstacle to understanding physical literacy comprehensively. Thus, the teching learning practices carried out in the field only emphasize the meaning of children's physical motor activity. In accordance with the teachers’ experience, the teaching they often do every day is only giving physical activity’ games, this is assumed by them to support the physical literacy of early childhood. Motor physical activities that lead to physical literacy in early childhood are carried out in open field areas or playgrounds. The safety of teaching motor and physical activities for children is also a concern for teachers. Conclusion The findings from this study suggest that teaching experience with an educational background other than physical education can limit the understanding of physical literacy, even if the teachers are used to teaching physical activity in an early childhood education environment. The long-term implications may be that if early childhood education and physical education work together, they will be able to inspire more meaningful experiences in teaching physical activities that contribute to the formation of children's physical literacy.

The implementation of augmented reality to develop early childhood students’ gross motoric skill: a systematic review

The development of technology has revolutionized the world of education. Augmented Reality (AR) is one of the media that is starting to be developed for the learning process. AR has become a potential tool to improve the learning process among children. This study aims to systematically review previous research related to the application of AR to develop students' gross motor skills in early childhood education. The data collection process was carried out using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method which was adapted in this study. Identification results from five databases (SCOPUS, Pubmed, OpenAlex, Google Scholar, and Crossref) obtained 2807 publication documents. Bibliometric analysis was conducted on 1938 eligible articles, and 10 articles were selected as a literature review. The results of the bibliometric analysis showed less significant results on AR research in developing early childhood motor skills. However, overall AR research in early childhood education has experienced significant development. More attention and focus is needed regarding the development of early childhood motor skills research through the integration of AR technology. Thus, AR research in early childhood education is not limited to cognitive, but also focuses on motor skills as well.

Penyuluhan Baby Gym untuk Meningkatkan Motorik dan Kesehatan Bayi pada Komunitas Kelas Ibu Bayi Balita di Puskesmas Kendalsari Kota Malang

Background: Infants aged 2 months have begun to learn body movements in the form of gross motor skills. Starting with kicking movements, straightening the hands of sideways movements and then on the stomach until at the age of 1 year the baby can walk independently. Gross motor can develop faster and better when there is stimulus from the surrounding environment. Baby gym can provide a stimulus for gross motor development. Baby gym exercises done with the person closest to the baby will be better for the baby's emotional security. Objective: Providing counseling and practice in mother and baby classes at the kendalsari health center makes mothers who have babies under 1 year old and who will have a baby can apply it at home to train their children's gross motor skills. Methods: the method used in this counseling is to provide leaflets and then education and practice. Giving some questions on the pretest and postest to find out the picture of knowledge in mothers. Results: from this activity an increased understanding of baby gym procedures and their benefits was obtained.

Determining the optimal challenge point for learning motor skills in children with attention deficit/hyperactivity disorder

The purpose of this study was to investigate the optimal challenge point for learning motor skills in children with and without attention deficit/hyperactivity disorder (ADHD). Ninety-six 9- to 10-year-old children, including 48 children with ADHD and 48 neurotypical children, were randomly assigned to one of four practice groups with varying levels of nominal and functional task difficulty. They performed 63 trials of a dart throwing task in the acquisition phase and 18 trials in the retention and transfer tests a day later. The results showed that neurotypical children outperformed children with ADHD in all phases of the study. Both groups improved in the acquisition phase and performed better in the retention and transfer tests. Interestingly, low nominal task difficulty was associated with better learning for both groups, despite lower average performance for children with ADHD. Thus, despite their performance differences, we did not find a difference in the effective challenge point between children with ADHD and their neurotypical peers.

Elastomeric Toothbrushing Aid to Improve the Toothbrushing Skills of Children with Disabilities

Background: In 12 years old children with disabilities, 30.2% had caries and in 15 years old children it increased by 2.3%.Limited handgrip motor skills in children with disabilities is 0.09% 1.5-3% have such limitations which the incidence is related to socioeconomic status. Therefore, 80-90% of children require assistive devices to facilitate their handgrip motor activities. Objective: To produce a feasible and effective elastomeric tooth brushing aid to improve tooth brushing skills and reduce debris index in children with disabilities. Methods: The study used quasi experimental (pre-post with control group design). The sampling technique was purposive sampling, consisting of 11 children in the intervention group with the application of elastomeric tooth brushing aids and 11 children in the control group with the application of conventional adult toothbrushes, with the length of treatment given 10 days. By making elastomeric tooth brushing aids manually combining elastomeric materials on conventional toothbrush handles. Results: The results of expert validation of elastomeric tooth brushing aids showed a p-value of 0.104 which means that this model is feasible as an effort to improve tooth brushing skills in children with disabilities. This model is effective in improving the teeth brushing skills of children with disabilities (p = 0.041) and reducing the debris index score of children with disabilities (p = 0.000) and reducing the debris index score of children with disabilities (p = 0.000). Conclusion: Elastomeric tooth brushing aids are feasible and effective in improving tooth brushing skills and reducing the debris index of children with disabilities.

Examining the fidelity of implementation of SKIP Cymru (Successful kinaesthetic instruction for pre-schoolers- Wales) by early childhood teachers in Wales following a programme of professional development

ABSTRACT Purpose Early childhood is a crucial time to develop fundamental motor skills (FMS) such as throwing, running and kicking (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.). Existing research into the play-based early childhood curricular in Wales found that children were not making progress in learning object control skills (Wainwright, N., J. Goodway, M. Whitehead, A. Williams, and D. Kirk. 2018. “Laying the Foundations for Physical Literacy in Wales: The Contribution of the Foundation Phase to the Development of Physical Literacy.” Physical Education and Sport Pedagogy 23 (4): 431–444. https://doi.org/10.1080/17408989.2018.1455819.). This was a concern as object control skill competency is critical to physical activity later in childhood and adolescence (Barnett, L. M., E. Van Beurden, P. J. Morgan, L. O. Brooks, and J. R. Beard. 2009. “Childhood Motor Skill Proficiency as a Predictor of Adolescent Physical Activity.” Journal of Adolescent Health 44 (3): 252–259. https://doi.org/10.1016/j.jadohealth.2008.07.004.). Therefore, SKIP (Successful Kinaesthetic Instruction for Pre-schoolers) – Cymru (Welsh word for Wales), a programme of professional development was developed based on the evidence-based work of SKIP by Goodway and colleagues (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.) to address the gaps in teacher knowledge. A limitation of previous SKIP and motor development literature is the lack of evaluation of the teacher’s fidelity to implementation. Ensuring fidelity of implementation (FoI) is a critical indicator of quality intervention programmes. Thus, this study examined the extent to which teachers could implement a 10-week SKIP-Cymru programme with fidelity with ongoing mentoring following a programme of professional development. Method Participants: Early childhood teachers (N = 5), with no prior experience of SKIP Cymru, from 4 Welsh schools took part in the study. Mentors (N = 2) supported the teacher’s implementation of SKIP Cymru following the one-day professional development workshop. Quantitative data were collected using fidelity checklists for both the Teacher Workshop and the implementation of SKIP Cymru. Descriptive statistics of fidelity data were calculated. Results The results for the Teacher Workshop found that 100% of the content was delivered in relation to the Core Instructional Principles, Practices and Expectations of the SKIP-Cymru, and teachers learned the key outcomes. The average teacher fidelity for implementation of SKIP Cymru was 67.80% (ranging between 39% and 89%). On average the teachers delivered 16.4 out of the 20 lessons. The mentors supported the teachers for an average of 7.4 lessons out of the 10 lessons. Conclusion This study demonstrates that it is possible to train teachers to deliver a developmentally appropriate motor skills programme. Nevertheless, it was evident from the inconsistencies in implementation that teachers needed more in-depth knowledge, and specifically a lot more time to develop the pedagogical and instructional skills needed to optimize the impacts of SKIP Cymru on children. It is recommended that the current model of professional development needs to be re-evaluated, with consideration being given to either more in-depth training for mentors or more in-depth accredited training for the teachers that would negate the need for mentoring and have a bigger impact on the teacher’s pedagogy and delivery.

Pelatihan Pembuatan Kerajinan Tangan Meronce sebagai Sarana Kreativitas Anak di Panti Asuhan Abadi Aisyiyah Parepare

The beading handicraft training at Abadi Aisyiyah Orphanage in Parepare City was initiated due to the children's monotonous daily routines and limited facilities for developing their creative skills. This activity aimed to provide the children with new experiences, enhance their fine motor skills, creativity, and self-confidence. A total of 30 children from the Abadi Aisyiyah Orphanage in Parepare City participated in this activity. The training was conducted over three days, with the first day focused on demonstrating the making of bracelets and rings, followed by a creative session where the children could make crafts according to their imagination. The second day continued with demonstrations of making phone straps and keychains, followed by similar creative activities. Data collected showed a significant increase in the children's fine motor skills and self-confidence after the training. On the third day, the products were marketed, and the event was concluded. Following the training, there was a 25% increase in creativity, a 40% improvement in fine motor skills, and a 5% boost in self-confidence. Additionally, the sales of the handicraft products made by the children not only enhanced their marketing skills but also yielded a 100% profit. The profits were used to purchase beading tools and materials, ensuring the sustainability of this creative activity in the future. This activity underscores the importance of providing creative facilities for children's development in orphanages and demonstrates the positive impact of engaging in creative activities on skill development and self-confidence.

Methodological aspects of developing motor skills in children of different ages during football club activities

The aim of the study is to examine methodological aspects of developing motor skills in children of different ages during football club activities. The article thoroughly explores training approaches for various age groups: preschool age (4-6 years), primary school age (7-10 years), middle school age (11-14 years), and adolescence (15-18 years). It is determined that each age group requires an individualized approach, taking into account anatomical and physiological characteristics and sensitive periods of children's development. The development of motor skills is achieved through various game exercises, comprehensive physical training, tactical preparation, and innovative technologies. The article also emphasizes the importance of psychological support and individualized training programs for older age groups.

Relationships between gross motor skills, psychological resilience, executive function, and emotional regulation among Chinese rural preschoolers: A moderated mediation model

BackgroundEmotional regulation is a critical component of emotional intelligence, particularly during the preschool stage, a key period for children's development. Previous studies have demonstrated that executive function mediates the effect of gross motor skills on emotional understanding. However, studies specifically focusing on children from rural areas and investigating the role of psychological resilience are limited. The present study fills this knowledge gap by examining the effect of gross motor skills on emotional regulation and the roles of executive function and psychological resilience among Chinese rural preschool children. MethodsThis study included 430 children (aged 61.01 ± 6.98 months, 48.8 % boys) and their teachers from three rural preschools in China. Children's gross motor skills, including locomotor and object control skills, were assessed using the Test of Gross Motor Development-3. Executive function was measured using the Head-Toes-Knee-Shoulder task, and emotional regulation was assessed using the Emotional Regulation Checklist. Furthermore, psychological resilience was examined using the Devereux Early Childhood Assessment. Demographic information was collected, and the cross-sectional relationships between gross motor skills and emotional regulation were investigated through mediation and moderation analyses. ResultsGross motor skills, executive function, and psychological resilience were associated with emotional regulation (p < 0.05), after controlling for sex, age, and only-child status. Executive function was found to mediate the relationship between gross motor skills and emotional regulation, with a mediation effect of 0.045. Psychological resilience moderated the relationship between executive function and emotional regulation (β = 0.078, p < 0.05). Simple slope analysis, based on categorizing psychological resilience into high, medium, and low groups, revealed that preschoolers with a higher level of psychological resilience exhibited a significantly stronger predictive effect of executive function on emotional regulation (β = 0.202, p < 0.01). ConclusionsGross motor skills significantly affect emotional regulation development in rural preschoolers, with executive function acting as a mediator in this relationship. Psychological resilience was found to moderate the effect of executive function on emotional regulation. The findings suggest that enhancing gross motor skills through physical activities can benefit children by promoting the development of executive function, which is crucial for emotional regulation. On the basis of our findings, we recommend focusing on cost-effective physical activity interventions for motor skills development among rural children while also addressing the development of executive function and psychological resilience. Future efforts should include workshops to improve physical literacy of parents and teachers regarding children's gross motor skills promotion.

Increased Salivary BDNF and Improved Fundamental Motor Skills in Children Following a 3-Month Integrated Neuromuscular Training in Primary School.

Brain-derived neurotrophic factor (BDNF) is a protein involved in synaptic transmission and neuronal plasticity, which underlie the processes of learning and memory formation. Acute exercise and exercise training increase BDNF concentration. We aimed to evaluate the effects of a 3-month integrated neuromuscular training (INT) on salivary BDNF concentration and the mastery of fundamental motor skills in school-aged children. An additional goal was to explore the associations between potential changes in BDNF and fundamental motor skills. Sixty-seven primary school-aged children were randomly allocated to control (N = 32; 7.52 ± 0.31 y) or INT groups (N = 35; 7.56 ± 0.29 y). A 3-month INT was applied during the warm-up of physical education (PE) classes, twice weekly. Salivary BDNF was measured using a sandwich-enzyme-linked immunosorbent assay and the mastery of fundamental motor skills was assessed using the CAMSA test, at baseline and after 3 months. The children in the INT group, as compared to the children in the control group, exhibited higher salivary BDNF (F = 8.865; p = 0.004), higher scores for sidestep (F = 13.240, p = 0.001), 1-foot hop (F = 11.684, p = 0.001), kick (F = 4.010, p = 0.050), the sum of locomotor skills (F = 18.799, p < 0.0001), and the sum of control and manipulative skills (F = 8.151, p = 0.006), as well as the total sum of fundamental motor skills (F = 11.266, p = 0.001) after the 3 months. Interestingly, the increase in salivary BDNF concentration after the 3-month INT was associated with an improvement in locomotor skills (beta = 0.385; p = 0.039; adjusted R2 = 0.088) and the total improvement in fundamental motor skills (beta = 0.428; p = 0.020; adjusted R2 = 0.124). A school-based 3-month INT increased salivary BDNF and improved the mastery of fundamental motor skills in children, highlighting the positive impact of this intervention for a pediatric population.

The Impact of Horse-Assisted Therapy on Socio-Emotional Behaviors in Children with Autism

Animal-assisted therapy for children with autism (ASD) is a form of complementary therapy, integrating methods from various other types of therapy. AAT, or animal-assisted therapy, is a series of interventions that are based on the behavioral traits of animals, especially dogs and horses, which are the most common in this context. These interventions can be integrated into conventional treatments such as behavioral therapy, play therapy, music therapy, occupational therapy, speech therapy, and art therapy, depending on the individual needs of patients. The objective of this study was to examine the effects of an already existing Equine Assisted Therapy (EAT) program on social communication skills, executive functions and motor skills in children diagnosed with autism spectrum disorders. The research adopted an observational design to analyze how often certain behaviors occur in the presence or absence of horses in a group intervention program. This research included 16 children diagnosed with autism spectrum disorder (ASD), aged between 9 and 14 years (12 boys and 4 girls), who were selected from an School Center for Inclusive Education. The conclusions drawn from our results showed that the horse-assisted therapy, implemented in our experiment, recorded a notable improvement in all the behavioral parameters analyzed. Improvements were observed in Attention in Activity (21.2%), Communication (18.3%) and Compliance (9.1%) during activities, Physical Movements, with a difference of 34.1%, Affective State (23.33%), Visual Control (45%), Functional Skills and Response to Command (46.66%), Social Attention (33.5%) and Dynamic Motor Skills (35.55%) during activities. And the biggest difference was observed in Vocalizations, with a difference of 53%. Our results strongly support the fact that complementary therapy of autism spectrum disorders with the help of horses is an effective form of intervention, which can bring substantial improvements in therapeutic outcomes.

Investigating the Maintained Motor Skill Achievements in a Visual Praxis Based Occupational Therapy Program: Single Blind Randomized Follow up Study.

To examine the long-term effects of Visual Praxis Based Occupational Therapy Program on the motor skills of children with Specific Learning Disabilities. Ninety-six boys and girls were divided into two groups: Experimental (n = 48) and Control (n = 48). The Experimental group received Visual Praxis Based Occupational Therapy Program in two weekly sessions for 8 weeks. All participants were assessed with the Bruininks-Oseretsky Motor Proficiency Test-2 Brief Form at three-time points; pre-test, post-test, and follow-up. The experimental group showed superior results, Bruininks-Oseretsky Motor Proficiency Test-2 Brief Form's Fine Motor Precision, Fine Motor Integration, Bilateral Coordination, Balance, Speed and Dexterity, Upper Extremity Coordination and Total Score significantly increased after the intervention (p ≤ 0 0.05) and the scores were maintained at the follow-up (p > 0.05). The Visual Praxis Based Occupational Therapy Program intervention provided a retained positive effect in the development of motor skills in children with Specific Learning Disabilities.

The impact of Playdough games on the development of oral motor skills in preschool children with childhood apraxia of speech

The relevant challenges are the use of innovative approaches that conserve both the speech therapist’s and the child’s resources while addressing multiple goals in speech therapy. The authors of this article have adopted such an approach to develop oral motor skills, which are crucial for speech development in preschoolers, particularly those with childhood apraxia of speech. This study aimed to evaluate the effectiveness of an author-developed therapy using Playdough games for preschool children with childhood apraxia of speech. A controlled design with repeated measures was employed. The primary diagnosis of CAS was established based on clinical assessment. A comparative evaluation of two groups (control and experimental) was conducted using a developed methodology for assessing the level of manual and oral motor skills in preschool children before and after the author-developed therapy using Playdough games. Researchers discovered that the systematic use of their author-developed Playdough games positively impacted the motor skills of children with CAS. Children in the experimental group, who participated in Playdough therapy, demonstrated significant improvements in both manual and oral motor skills, increased precision and focus in movement execution, and enhanced accuracy and speed of articulatory movements. There was a reduction in delays and incorrect movement sequences during finger movement tasks. Children required less additional time and significantly less assistance from the speech therapist, indicating a positive impact of using Playdough in therapy. The following skills improved: transitions between articulatory positions, which helped children avoid coarticulation difficulties; planning of movement sequences; and smooth transitions between sounds and syllables. The practical significance of this study lies in the effectiveness of using Playdough games for significantly improving oral motor skills, movement precision, and concentration in children with childhood apraxia of speech, thereby reducing the need for additional speech therapy support