Motor Development In Children Research Articles

Positive effects of a 9-week programme on fundamental movement skills of rural school children

Background: Motor development of many children in rural areas of South Africa is compromised because of various socio-economic factors, hence, the need to address these developmental needs.Aim: To examine the immediate and sustainable effects of a 9-week movement programme on fundamental movement skills (FMS) of school children.Setting: Seven to eight years old school children in Raymond Mhlaba Municipality, Eastern Cape province.Methods: A two-group, pre-post-re-test research design was used. Fundamental movement skills (FMS) proficiency was assessed using the Test of Gross Motor Development-Third Edition (TGMD-3) at pre-test, post-test and re-test after 6 months. Ninety-three school children (intervention group [IG] = 57) and (control group = 36), with a mean age of 7.12 (± 0.71) participated in the study. The twice-a-week FMS programme of 30 min was conducted during school hours. Statistical analysis included an ANOVA type of hierarchical linear model (HLM) (mixed models) procedure to test for intervention effects with school, time, sex and group as covariants. Cohen’s effect size was calculated to assess the practical significance of changes.Results: Immediate and sustainable effects were found on locomotor (p 0.05; d 1.7, p 0.05; d 2.0), ball skills (p 0.05; d 0.7, p 0.05; d 1.5) and the gross motor index (GMI) of the IG (p 0.05; d 1.0, p 0.05; d 2.0).Conclusions: A short-duration FMS intervention significantly improve locomotor, ball skills, and GMI of school children in rural areas.Contributions: Interventions of this nature are encouraged to improve the FMS development of school children, especially in rural areas, as it can enhance the building blocks required in the future development of these children.

HUBUNGAN PERILAKU IBU DENGAN STIMULASI PERKEMBANGAN MOTORIK ANAK USIA PRASEKOLAH DI PAUD MUTIARA HATI SIDODADI DUSUN IV RAHAYU DESA SIDODADI KECAMATAN BIRU-BIRU TAHUN 2022

The attitudes that mothers adopt when caring, directing, and advising their children have an impact on them. Children are people who fall inside a specific developmental range, which includes newborns and teenagers. Three to six years old is the preschool age group. The preschool years, often known as the golden or critical periods, are extremely sensitive to their surroundings, are fleeting, and cannot be recreated. There will be a phase in the child's psychosocial development between initiative and guilt. Preschoolers initially study the fundamentals of psychosocial development in order to get ready for a greater social life that is required for adaptation or adjustment. The purpose of this study was to ascertain how preschoolers at PAUD Mutiara Hati Sidodadi Dusun IV Rahayu, Sidodadi Village, District, were stimulated in their motor development in relation to their mothers' conduct. 2022 will see Biru-Biru. This kind of study employs a cross-sectional research design and quantitative analysis. 35 PAUD Mutiara Hati students and a sample of 35 individuals made up the research population. The Total Sampling approach was used for sampling in this study. A chi-square test was employed to analyze the data. The study's findings indicate that 35 respondents (100%), or 14 individuals (40.0%) in the good group, 13 individuals (37.1%) in the pretty good category, and 8 individuals in the not good category, made up the frequency distribution of the duration of maternal conduct. (22.9%). The purpose of this study was to investigate the connection between preschoolers' motor development stimulation and mother conduct. The chi-square test findings revealed a p-value of 0.00 for the association between the length of a mother's behavior and the stimulation of her child's motor development. Thus, it can be inferred from the study's findings that preschool-aged children at PAUD Mutiara Hati Sidodadi Dusun IV Rahayu, Sidodadi Village, District, benefit from stimulation of their motor development when it comes to the length of their mothers' conduct. 2022 will see Blue-Blue.

PENGARUH SENAM OTAK TERHADAP MOTORIK HALUS PADA ANAK USIA DINI DI TK MUSLIMAT NU 27 MALANG

A person in their early years is going through a crucial developmental stage that will affect them in the future. The aim of this study was to ascertain how early infancy fine motor abilities are affected by brain snam.Pre-experiment with a single group pre-posttest design was used in this study. 22 young children made up the study's population. Using the purposive sampling approach, a sample of eighteen respondents was collected. An observation sheet in the KPSP format was the instrument utilized in this investigation. SPSS16 was used to process the study data that were collected. The study's interpretation of the impact of brain gymnastics on enhancing children's fine motor development is supported by the Wilcoxon Test data, which indicate that the p value ? ? (0.05) is 0.000 <0.05, indicating that H1 is accepted and H0 is rejected. This study's findings indicate that brain gymnastics at TK Muslimat NU 27 Malang, both before and after the intervention, has an impact on young children's fine motor development.

Effect of a physical education program in early childhood education on the performance of fundamental movement skills based on teaching styles: divergent discovery and practical

Background and Study Aim. Various proposals suggest that Physical Education classes (PE) should prioritize the development of fundamental movement skills (FMS), particularly in preschool children. Despite the crucial nature of mastering FMS, there is a paucity of evidence regarding the impact of PE classes on FMS development. The primary objective of this study is to investigate the effect of a physical education program on the performance of preschool students with varying levels of development in fundamental movement skills, employing divergent discovery and practical teaching styles. Material and Methods. Seventy-seven children (35 boys), aged between 4.5 and 6 years were divided into three groups: Control Group (CG) with 25 participants, Divergent Discovery Group (DDG) with 24 participants, and Practice Group (PG) with 28 participants. The intervention program spanned six months, with two 50-minute classes per week for the experimental groups. Conversely, the control group participated in the Classroom Program proposal. All three groups underwent the TGMD-3 motor test. Performance measurement involved the sum of the raw score in the locomotor and object control classes. Results. The findings revealed that the Control Group, Divergent Discovery Group, and Practice Group exhibited improved FMS performance from pre to post. Concerning intergroup differences, no significant disparities were observed in the pre-test. However, post-intervention results indicated that both the Divergent Discovery Group and Practice Group demonstrated superior FMS performance compared to the Control Group. Conclusions. Physical Education classes for Early Childhood Education play a crucial role in fostering significant effects on children's motor development when offered in an appropriate context and through a systematically structured intervention.

Pengaruh Media Busy Board terhadap Perkembangan Motorik Halus Anak di TK Iqra’ Tunggul Hitam Padang

Fine motor skills are acquired through practice and education. Defined as precision movements that use small muscles or specific body parts. From observations made at Iqra' Kindergarten, it can be seen that children's fine motor development is still lacking. The aim of this research is to evaluate the extent to which busy board media can help kindergarten students at TK Iqra' ANGKAL Hitam Padang in developing their fine motor skills. This research stands out for its emphasis on quantitative elements and using an experimental research approach. The researchers used word and action assessments to collect data. To test the data, homogeneity and normality checks were carried out. The average score of the experimental class was 14.17, while the control group's score was 12.75, based on research findings before and after the test. The significance level of 0.05 is somewhat exceeded by the two-sided p value of 0.009. As a result, we can say that the difference between the experimental group and the control group is statistically significant. As a result, there were striking differences between the experimental group and the control group. Thus, it can be concluded that the null hypothesis (Ho) is refuted and the alternative hypothesis (Ha) is validated. The results showed that there were significant differences in the fine motor skills of experimental and control group children aged 5-6 years. This shows that the Media Busy Board is an effective way to help teenagers in this age range improve their fine motor skills.

How Does a 12-Week Physical Exercise Program Affect the Motor Proficiency and Cognitive Abilities of Overweight and Normal-Weight Preschool Children?

The objective of this research was to examine a 12-week exercise program and its impact on the motor proficiency and cognitive abilities of preschool children with overweight and normal weight. The study involved a total of 71 participants who were preschool children enrolled in a longitudinal study. Body mass index (BMI) was determined by measuring body height and weight, and the nutritional status of the children was assessed using the World Health Organization's (WHO) criteria. Motor proficiency encompasses both motor abilities and motor skills, and the assessment of motor abilities was conducted using subtests from the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2). These subtests measured fine motor integration, manual dexterity, balance, and bilateral coordination. The evaluation of motor skills involved the utilization of the Test of Gross Motor Development (TGMD-2), which examines both locomotor skills and manipulative skills. Cognitive abilities were assessed using the School Maturity Test (TZS). All participants, regardless of weight status, took part in a 12-week physical exercise program. According to the World Health Organization's criteria, 52 children (73.2%) were categorized as having a normal weight, while 19 children (26.8%) were classified as overweight. These findings indicate that every fourth child in the study was overweight. Using a statistical analysis called SPANOVA (2 × 2, group × time), differences were observed in three out of eleven variables. Specifically, there were significant differences in two motor skill variables: manipulative skills (p = 0.006) and total movement skills (p = 0.014). Additionally, there was a significant difference in one cognitive ability variable: visual memory (p = 0.010). No significant differences were found in the remaining variables. The findings of this study aimed to contribute to the understanding of the potential benefits of regular exercise on motor and cognitive development in preschool children, specifically examining the differences between overweight and normal-weight children. By investigating these effects, the study could provide valuable insights for educators, parents, and health professionals involved in promoting the overall well-being of preschool-aged children. Regular physical exercise has been found to have positive effects on motor and cognitive abilities in both overweight and normal-weight preschool children.

Postural control before and after transitional locomotor tasks in children on the autism spectrum: A case-control study

BackgroundInstrumented measurements of postural control provide a more accurate insight into the motor development of children with autism. This study aimed to identify postural control deficits in autistic children during quiet standing before and after transient locomotor task. It was hypothesized that the parameters that characterize the trajectory of center of foot pressure (COP) displacement would be higher in autistic children compared to typically developing children. MethodsSixteen autistic children aged 6–10 but without a comorbidity diagnosis, were enrolled in the study group. The control group comprised 16 typically developing peers.The assessment of the transitional task comprised four different conditions: unperturbed and perturbed transition, stepping up, and stepping down tasks. Analysis of the COP signal was carried out for three distinct phases, i.e., phase 1 – quiet standing before step initiation, phase 2 – transit, and phase 3 - quiet standing until measurement completion. FindingsThe two-way ANOVA with a 2 × 4 factorial design (group × testing condition) revealed a group effect on all posturographic variables in the antero-posterior and medio-lateral directions of phase 1 and in the antero-posterior direction of phase 3. The Bonferroni post-hoc test showed the means of all those variables were significantly higher for the autistic than for typically developing children. Group allocation also had an effect on the time of transit and step length, which turned out to be significantly longer in autistic children compared to healthy peers. InterpretationAutistic children show increased postural sway before and after transitional locomotor tasks compared to typically developing children.The trial was prospectively registered in the Australian and New Zealand Clinical Trials Registry (no. ACTRN12621001113842; date registered: 23.08.2021).

Features of Physical and Motor Development of Children with Congenital Heart Diseases

INTRODUCTION: Children with congenital heart diseases (CHD) have certain peculiarities of development determined by the pathology of the cardiovascular system. The type, severity of CHD, the age of correction of the disorder and a number of other factors have a direct impact on the severity of its non-cardiologic complications, such as disorders in physical and motor development attributable to specific conditions of formation of the nervous system in children with CHD.
 AIM: To systematize the currently available data on the peculiarities of physical and motor development of children with CHD and their underlying factors, to justify the importance of a more in-depth examination of children at all stages of their development and of the need to correct the identified disorders starting from the moment of their diagnosis.
 The review presents the data on the incidence and peculiarities of deviations in motor development of children with CHD at different age periods; describes factors predisposing to their development, as well as the possibilities of diagnosis and correction of such disorders. Besides, information is provided on the development of the balance function that is also impaired in this cohort of patients. Since the physical and motor development of children are closely interrelated and related to the development of the nervous and muscular systems, and the muscle strength and balance are integral components of some motor skills, each of these parameters is considered in a separate section of the article. Acyanotic heart diseases are more commonly associated with disorders in the weight gain, and cyanotic ones — with retardation of children in growth and body mass. Another manifestation of retardation of physical development of children with CHD is deficit of muscle mass development reflected in the research-confirmed reduction of muscle strength in this category of patients. Disorders in fine and/or large motor skills are noted in one to two thirds of children with CHD from an early age to adulthood. Disorders in the motor sphere in childhood entail physical inactivity, psychological and cognitive problems, difficulties in socialization significantly reducing the quality of life.
 CONCLUSION: Children with CHD are characterized by peculiarities of the physical and motor development, which have a significant impact on the child’s life. Therefore, currently of paramount importance is not only examination of the cardiovascular system of children with CHD, but also their physical and motor development, as well as timely identification of deviations in the physical and motor development and their targeted rehabilitation.

Neuroelectric indices of pre-motor planning and adiposity are selectively related to balance in children

BackgroundMotor function and weight status are components of physical fitness that have been implicated in childhood motor and cognitive development. The lateralized readiness potential (LRP), an index of motor planning and action, can provide context surrounding relationships between fitness and brain activity underlying cognitive and motor functions. This study evaluated the relationship between the LRP and motor skills, as well as associations between weight status and neural and behavioral motor functions. MethodsChildren aged 7–13 (n = 35) participated in a cross-sectional study, using the Movement Assessment Battery for Children 2nd edition (MABC-2) to assess balance, manual dexterity, and aiming/catching. The stimulus- (LRP-S) and response-locked (LRP-R) LRPs were elicited from a modified flanker task. Stepwise regressions tested the association between LRPs and MABC-2 components. Linear regressions were conducted to examine BMI and %Fat in relation to LRPs and MABC-2 components. ResultsAnalyses revealed that LRP-S mean amplitude difference (β = 0.401, P = 0.042) and reaction time interference scores (β = 0.545, P = 0.004) were positively associated with balance, after adjusting for covariates. The LRP-S and interference scores did not predict other MABC-2 outcomes and LRP-R did not predict any MABC-2 components. Further, %Fat (β = −0.439, P = 0.044), not BMI (β = −0.364, P = 0.082), only predicted balance. ConclusionWe found that changes in the LRP-S amplitude were positively associated with balance, and %Fat was negatively related to balance. This evidence is that fitness components such as weight status and coordination are related to neural markers of motor function which may be useful in intervention designs aimed to improve brain function via improvements in physical fitness and health behaviors.

MOVEMENT REINFORCEMENT FACTORS RELATED TO CHILDREN'S MOTOR SKILLS: A REVIEW STUDY IN SPORTS EDUCATION

Background and Study Aim. Children's motor development is one of the important aspects in shaping children's health and quality of life. Good motor skills not only enable children to participate in various physical activities, but also play a role in their social, emotional and cognitive development. Therefore, it is important for sports educators to understand the factors that influence children's motor development. This study aims to present a comprehensive review of the factors that reinforce children's motor development in the context of sport education. Materials and Methods. This study used a literature review design following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The data used in this study were published articles published in national and international journals. The search for publication articles was carried out using several journal database websites such as ScienceDirect and Google Scholar. Through the literature review, these articles identified key factors related to improving children's motor skills. After the exclusion criteria, only 4 articles were categorized. Results. These factors include physical, psychological and environmental aspects that influence children's motor development. In this study, we investigated the relationship between factors such as physical exercise, children's psychological understanding of movement, the role of teachers in providing appropriate guidance, a supportive learning environment, and external factors such as healthy diet and lifestyle. The findings from this review highlight the importance of a holistic approach in supporting children's motor development. Conclusions. Through a better understanding of the factors that influence children's motor movements, sport educators can design more effective and sustainable programs to improve motor skills as well as overall health at important developmental stages in children's lives.

Development and validation of a hip hop intervention programme for pre-school children: Crescer+ (Grow+)

Physical inactivity and obesity in children are public health problems that can be fought through the practice of rhythmic activities such as hip hop. The aim of this study was to develop and validate the Crescer+ hip hop physical exercise programme, designed to promote increased physical activity and improved physical-motor skills in children aged 3 to 5 years old. The exercise programme was designed and validated by physical fitness and motor development specialists, following the Revised Guidelines for Reporting Criteria on the Development and Evaluation of Complex Health Interventions (CReDECI2), and the Consensus Guidelines on Physical Exercise Programme Reporting Model (CERT), and went through three phases: development, piloting and evaluation. This study presents an intervention proposal based on children's motor development, emphasizing foundational motor skills and drawn on hip hop's identity motor skills, as well as its exploration of various coordinative abilities. The Crescer+ programme proposal presents suggestions for adapting to the target population and choreographies that can be replicated by physical fitness professionals. Keywords: motor development, second childhood, foundational motor skills, complex intervention, fitness

The Effect of Finger Painting Therapy on Preschool Children’s Language and Fine Motor Development

Background: Insufficient stimulation in children might lead to deficits in fine motor development. Young children must improve their language skills so they can orally express what is on their minds and help others comprehend what they desire. Activities like finger painting help improves creativity, imagination, eye, muscular, and brain coordination, and color blending abilities. Method: Quantitative pre-experimental study with one group pretest and posttest design. The population and sample used were 41 respondents with the total sampling method. The statistical test used is the Wilcoxon test. Results: The findings showed that the respondents’ fine motor development in the normal category was 56.1% before therapy and that it climbed to 97.6% after receiving therapy. The results of the respondent’s language development were 51.2% before therapy in the normal category, and it increased to 90.2% after receiving developmental therapy in the normal category. Conclusion: There is an effect of finger painting therapy on fine motor development and language development in preschool-aged children.

Physical fitness levels and trends of kindergarteners in Hong Kong during the COVID-19 pandemic

Background/objectivesThe study aimed to examine the physical fitness and activity levels of kindergarteners in Hong Kong during the coronavirus disease 2019 pandemic. MethodsA total of 2052 kindergarteners (48% girls; 32.9% Grade 1, 34% Grade 2, and 33.1% Grade 3) were recruited from July 2020 to November 2021. Participants completed the physical fitness tests, including body composition, flexibility, lower-limb muscle strength, upper-limb muscle strength, lower-limb muscle endurance, and agility. Children's physical activity and overall well-being were examined using parental proxy reports. Parents also reported their physical activity and parental support to children's physical activity engagement, as well as their perception of children's kindergarten physical activity environment. Fitness differences by age and gender were analyzed using one-way ANOVA and ANCOVA measuring effect size with partial eta-squared. Additionally, correlations assessed the relationship between children's fitness and parents' proxy reports. ResultsThe results of the physical fitness tests were higher than those in previous studies conducted by the Physical Fitness Association of Hong Kong in 2015–2018. Gender-based differences were observed in most tests for children aged 4 years and older, with boys showing higher scores in the standing long jump, shot put, and balance tests, while girls had higher scores in the sit-and-reach test. Parents' proxy questionnaire answers indicated that children's continuous jump test performances were significantly related to their frequency of physical activity per week (r = 0.19, p < 0.001), and that children's health was significantly and positively correlated with their fitness level (r = 0.179, p < 0.009). Inadequate school physical activity was associated with poor upper-limb strength (r = 0.078, p < 0.005). Moreover, a high level of parental support for their children's participation in physical activity was correlated with a high level of parental participation in vigorous-intensity physical activities (r = 0.167, p < 0.005). ConclusionThe physical fitness of children in Hong Kong was less affected by the epidemic. Parents' healthy behaviors and support were related to children's participation in PA. Efforts to improve children's physical fitness and motor development should include parent education and physical activity involvement.

Effects of adapted physical activity on the motor development of children with mild intellectual disability

Objectives This study examined the effects of twenty-four weeks of long-term adapted physical activities (APA) on the motor development of children with intellectual disability (ID). Methods Twenty-one children with mild ID were included in this study. The Bruininks-Oseretsky Motor Proficiency Test-Second Edition (BOT-2) long form was used to measure motor proficiency. Pre-test data were obtained at the beginning of the study. The children in the experimental group participated in the APA for twenty-four weeks. Children in the control group were excluded. After twenty-four weeks, post-test measurements were performed for both groups. another twenty-four weeks passed without APA, and a retention test was conducted in the experimental group. All data were analyzed. Results The results showed APA increased motor proficiency in the experimental group. However, the retention test scores showed a decrease in the motor proficiency of the experimental group if APA was not maintained. Conclusions Regular APA improved motor development in children with mild ID, but the skills regressed when activities were discontinued.

Engagnition: A multi-dimensional dataset for engagement recognition of children with autism spectrum disorder

Engagement plays a key role in improving the cognitive and motor development of children with autism spectrum disorder (ASD). Sensing and recognizing their engagement is crucial before sustaining and improving the engagement. Engaging technologies involving interactive and multi-sensory stimuli have improved engagement and alleviated hyperactive and stereotyped behaviors. However, due to the scarcity of data on engagement recognition for children with ASD, limited access to and small pools of participants, and the prohibitive application requirements such as robots, high cost, and expertise, implementation in real world is challenging. However, serious games have the potential to overcome those drawbacks and are suitable for practical use in the field. This study proposes Engagnition, a dataset for engagement recognition of children with ASD (N = 57) using a serious game, “Defeat the Monster,” based on enhancing recognition and classification skills. The dataset consists of physiological and behavioral responses, annotated by experts. For technical validation, we report the distributions of engagement and intervention, and the signal-to-noise ratio of physiological signals.

Comparing motor development in children with hydrocephalus after treatment with ventriculoperitoneal shunt and endoscopic third ventriculostomy: a cross-sectional study

Introduction Ventriculoperitoneal shunt insertion (VPSI) and endoscopic third ventriculostomy (ETV) are the major procedures for treating pediatric hydrocephalus. However, studies comparing motor development following the two treatments are limited.Objective We aimed to determine motor development outcomes in children with hydrocephalus up to 2 years of age after undergoing VPSI or ETV, to identify which surgical approach yields better motor outcomes and may be more effective for Malawian children.Methods This was a cross-sectional study where we recruited two groups of participants: one group consisted of children with hydrocephalus treated with VP shunt whilst the other group were treated with ETV, at least 6 months prior to this study. Participants were identified from the hospital records and were called to come for neurodevelopmental assessment using the Malawi Development Assessment Tool (MDAT).ResultsA total 152 children treated for hydrocephalus within an 18-month period met the inclusion criteria. Upon follow up and tracing, we recruited 25 children who had been treated: 12 had VPSI and 13 had ETV. MDAT revealed delays in both assessed motor domains: 19 out of the 25 children had delayed gross motor whilst 16 of 25 had delayed fine motor development. There was no significant difference between the shunted and the ETV groups. Conclusion Children with hydrocephalus demonstrate delays in motor development six to 18 months after treatment with either VPSI or ETV. This may necessitate early and prolonged intensive rehabilitation to restore motor function after surgery. Long-term follow-up studies with bigger sample sizes are required to detect the effect of the two treatment approaches.

Late-onset neonatal sepsis was not associated with impaired neurodevelopmental outcome: Results from the EPICE/SHIPS-PT cohort.

To assess the impact of late-onset neonatal sepsis (LONS) on the cognitive and motor development of five-year-old children who were born very preterm (VPT). This study included 327 VPT children from the Portuguese EPICE/SHIPS cohort who attended the neurodevelopment assessment. Neuropsychological tests such as WPPSI-R, MABC-2 and NEPSY-II (language domain) were used to assess the children's cognitive and motor development. Statistical analysis was performed to compare the socio-demographic, clinical and neurodevelopment outcomes of VPT children with and without LONS. Regression analysis adjusted for confounding variables was performed when applicable. Underperformance in intelligence quotient and language development was similar regardless of a neonatal diagnosis of LONS. In contrast, VPT children with LONS had a higher risk of movement difficulties than those without LONS (p = 0.02). However, the association was lost after adjusting for confounders (β = -0.25; p > 0.05). LONS per se was not associated with the risk for poor long-term cognitive or motor outcomes in VPT children. Social-demographic and clinical characteristics assessed during the neonatal period and at the time of neurodevelopment assessment were similar between groups suggesting that social-related factors such as parents' educational level could have mitigated the LONS impact.

Caregiver Parenting Stress Associated with Delays in Child Social-Emotional and Motor Development

Caregiver Parenting Stress Associated with Delays in Child Social-Emotional and Motor Development

Associations between physical activity and development in preschool-aged children born

ObjectiveTo investigate the effect of physical activity (PA) on development (motor, cognitive, social-emotional) in children 4–5 years old born <30 weeks’ gestation, and to describe subgroups of children at risk...

Differences in Motor Development between Preterm Infants and Full-Term Preschool Children.

Although advances in obstetric and neonatal care have improved the survival of preterm infants, many studies document the increased risk of motor and sensory neurodevelopmental abnormalities that can hinder school progress. The aim of this study was to analyze the differences in gross and fine motor development in children born preterm and full term aged 3 to 6 years using the Peabody Developmental Motor Scales 2 (PDMS-II). Fifteen preterm and fifteen term children, matched for age and sex, participated in this study. They were evaluated with the PDMS-II scale. The scores obtained in the PDMS-II scale showed statistically significant differences (p < 0.05) in all subscales except for the "grasping" subscale. No dissimilarities were found between children who attended an early intervention program and those who did not participate, nor was there any correlation between week of gestation and birth weight and motor development in preschool. The results obtained show that differences are found with respect to motor development, with lower scores for those born preterm compared to children born at term. No statistically significant difference was found between preterm children who attended early intervention and those who did not. No correlation was found between motor development at preschool age and birth weight and gestational age.