Motor Development Of Preschool Children Research Articles

Effects of socio‐economic status and maternal education on gross motor development of preschool children

Effects of socio‐economic status and maternal education on gross motor development of preschool children

Secular Changes of Adiposity and Motor Development in Czech Preschool Children: Lifestyle Changes in Fifty-Five Year Retrospective Study.

Secular trends of adiposity and motor development in preschool children since the fifties of the last century up to the beginning of this millennium were analyzed so as to reveal possible changes due to continuously differentiating lifestyle. In preschool children (n = 3678) height, weight, skinfold thickness over triceps, subscapular, and suprailiac were measured by Harpenden caliper in 1957, 1977, 1980, 1985, 1990, and 2012. Simultaneously, motor performance was tested by evaluating the achievements in broad jump and throwing a ball, as a marker of adaptation to changing level of physical activity, free games, and exercise. Along the period of five decades the values of skinfold thickness increased significantly until 2012, mainly on the trunk. Simultaneously, the level of motor performance significantly decreased. Modifications of the way of life during the mentioned five decades characterized by sedentarism and inadequate food intake as related to energy output influenced negatively both adiposity and motor performance already in preschool children. Mostly increased deposition of fat on the trunk which is considered as a marker of possible development of metabolic syndrome was apparent already in preschool age, indicating the importance of early intervention concerning also physical activity and availability for exercise since early life.

A Comparison of Preschoolers’ Motor Abilities Before and After a 6 Week Yoga Program

Objective: While studies have demonstrated the beneficial effects of yoga for school-aged children and adults, there is limited research on the influence of yoga on preschoolers’ motor abilities. The purpose of this study was to investigate how young children respond to Hatha yoga training by comparing preschoolers’ strength, flexibility, coordination and balance before and after a 6-week yoga program. Method: A cross-over design was used to compare performance of two groups of preschool children aged 3-5 before and after a 6-week developmentally appropriate yoga training program. The short form of the Bruininks- Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) and long jump were used to quantify strength, balance and bilateral coordination. Knee extension strength was measured with hand-held dynamometry and functional flexibility of low back and hamstrings was quantified by the Sit and Reach Test (SRT). Results: When compared to a control group, the group participating in yoga demonstrated a statistically significant increase in static balance and functional lower extremity strength with a strong effect size, (d) =1.52, (d) = 0.82 respectively. When comparing individual’s performance before and after participating in the yoga program, individuals showed statistically significant improvements in at least one measure of strength, flexibility and coordination indicating moderate effects of the yoga training. Conclusion: The gross motor development of pre-school children may be enhanced by participation in a 6 week long developmentally appropriate group yoga program.

Associations Between Hair Manganese Levels and Cognitive, Language, and Motor Development in Preschool Children from Montevideo, Uruguay

ABSTRACT Environmental manganese (Mn) exposure in childhood has been associated with developmental deficits. This study investigated associations between low-level Mn exposure and developmental scores in children aged 14–45 months. Children's hair samples (n = 60) were analyzed for Mn and lead (Pb) using inductively coupled plasma mass spectrometry (ICP-MS). Children were assessed with the Bayley Scales of Infant Development III (BSID). Mean hair Mn and Pb concentrations were 0.98 ± 0.74 and 10.1 ± 10.5 μg/g, respectively. Unadjusted inverse associations were seen between Mn and BSID subscales, with girls having lower scores related to Mn than boys. No significant associations remained in covariate-adjusted models, although when stratified by sex boys had a positive association between hair Mn levels and language scores. This study does not show clear evidence of an association between hair Mn concentrations and children's developmental scores in a region of low-level Mn exposure.

Influence of karate exercises on motor development in pre-school children

Influence of karate exercises on motor development in pre-school children

Die fisieke en motoriese ontwikkeling van voorskoolse kinders vanuit verskillende sosio-ekonomiese omstandighede: thusano-studie

Literature indicates a negative impact of socio-economic circumstances on gross and fine motor development of children. The aim of this study was to analyse the possible differences between physical and motor development of pre-school children within poor and higher socio-economic status (SES). A group of 67 children between four months and 71 months were identified according to a random stratified sample of 50 families from a poor socio-economic background and were evaluated using measurements of height, weight and skinfolds (triceps, subscapular and calf). The Peabody Developmental Motor Scales - 2 (PDMS-2) was used to determine motor developmental status. The same procedure was followed with a group of 34 preschool children (age = 48-73 months) from higher socio-economic status. Covariance of analysis, adjusted for age, showed that children from higher SES performed predominantly better regarding some motor skills compared to the children from poor SES. Statistical and practical significant differences (p
0.05, Eta2 > 0.01) that were found indicated poorer development in the poor SES group regarding their locomotor, visual motor and fine motor standard scores, percentiles and gradings, and regarding their gross motor quotient, although the results indicated that the gross motor development of children living in higher SES also needs attention. The balance and object control of the low SES group were however better (p 0.01) compared to the high SES group. These results substantiate that the motor development of children living in poor socio-economic conditions are hampered by their environment, and that they should receive additional attention to prevent deficiencies in this regard.Key words: Pre-school children; Fine motor; Gross motor;Socio-economic status; Physical development.

PRESCHOOL–HIGH SCHOOL PARTNERSHIP TO ENRICH DEVELOPMENT OF INFANTS AND YOUNG CHILDREN WITH MOVEMENT DYSFUNCTION

Purpose: The purpose of this presentation is to describe an innovative Preschool - High School partnership program designed to enrich the motor development of preschool children with immature or atypical movement patterns. Description: Because young children require many repetitions to learn new motor skills and because direct physical therapy intervention in public schools is typically limited in frequency and duration, we developed a program whereby high school students can enhance the development of young children in a preschool classroom. Using the Child Directed Functional Movement Facilitation (CDFMF) model, high school students work with children in the preschool classroom after receiving special training from the physical therapist. The primary goal of CDFMF is to take the fear of movement away from the child, which allows the child to learn more effectively from the teacher in the classroom. High school students participate up to 5 hours each week in the classroom and earn college credit from a local community college for their work in the program. Using the CDFMF model, they are taught how to provide physical cues and guidance to increase the number of repetitions of “normal” movement. For instance, the high school students are taught how to assist a child into an active 1/2 side-sitting position, rather than allowing the child to W-sit. This encourages the child to activate the abdominal muscles as well as to develop trunk extension and postural reactions during classroom activities such as circle time. With the physical guidance provided by the high school students, children participate in many more repetitions of transitional movement throughout the preschool session than they would without the presence of the high school students in the classroom. All children with atypical or immature movement are provided direct physical therapy intervention by the physical therapist in the classroom, but in addition, experience increased movement repetitions due to the participation of the high school students in the classroom. As a result, the children participate more fully in all of the preschool classroom experiences, including activities that enhance cognitive and language development. Summary of Use: Through this innovative preschool-high school partnership, children in a preschool classroom have increased opportunities to move using appropriate movement patterns during child-directed activities. By implementing this model, physical therapists have the opportunity to increase the number of movement repetitions for young children on their caseload who have immature movement or atypical movement patterns. Importance To Members: By using trained high school students, physical therapists can extend their influence on motor development and increase the number of movement repetitions in young children. In times of fiscal constraint in all early childhood education programs, this model will allow physical therapists to maximize development of children with movement dysfunction.

Current level of gross motor development of 3-6 year-old children in Potchefstroom, South Africa

Research shows that preschool children are physically not as active as in the past, leading to the question of the current level of gross motor development of preschool children in urban areas in South Africa. The purpose of this study was to establish and describe specific gross motor components in a group of 3-6 year old urban South African children and compare the results to standardized norms and developmental criteria. A total of 462 3-6 year old children (215 males and 247 females) was tested on 8 gross motor tasks, and compared to norms and criteria as found in the literature. The 3, 4 and 5 year olds compared favourably to their counterparts in the tests for hopping, one leg balance and "jumping jacks". The 5 year olds compared favourably in standing long jump and skipping, while the 3 and 4 year olds compared favourably in the throwing test. Balance walk and catching ability of the 3, 4 and 5 year olds, standing long jump in the 4 year olds and throwing in the 5 year old group were lower than the norms used. The 6 year old group scored lower than the norms and criteria in all the tests except for standing long jump, where they scored higher than the norms. The implications for school readiness of the below-average level of gross motor development of the 6 year olds in this study are discussed. Key words: Gross motor development level, preschool children, norms, criteria. (Af. J. Physical, Health Education, Recreation and Dance: 2002 8(1): 106-119)

Prenatal exposure to alcohol and marijuana: effects on motor development of preschool children.

Gross motor development of preschool children prenatally exposed to alcohol and marijuana was assessed as part of a longitudinal study. Most mothers in the study were light to moderate users and discontinued or decreased use of alcohol and marijuana after the first trimester of pregnancy. The women were of lower socioeconomic status, half of the sample was African-American, and most were single. Gross motor development was evaluated with balance and ball-handling items at 3 years. Balance items included walking on a line, walking on a balance beam, standing on one foot, standing on tiptoes, and stair climbing and descent. Ball-handling items included catching, throwing, and kicking a ball. Refusal to perform items was also recorded. Prenatal alcohol and marijuana exposure did not negatively affect gross motor development. The composite score on the Stanford-Binet Intelligence Scale, age at assessment, gender, and examiner were significant predictors of gross motor performance and of refusal to participate in the balance items. The ponderal index, number of siblings, current income, examiner, current maternal use of tranquilizers, and first trimester exposure to amphetamines were also significant predictors of balance skills. Gender and number of hospitalizations predicted refusal to participate in balance items, whereas hearing and vision problems predicted refusal on ball-handling items. The components of timing, speed, and fine motor control have not been addressed in this study, and therefore it is premature to conclude that there is no impact of prenatal substance use on motor development.

Influencing preschool children's motor development: A comparison of two groups

This study compared the effects of a sensory‐motor condition and an unstructured activities condition on the motor development of preschool children immediately following a 20‐week intervention. The 31 children enrolled in two preschool programs included: #opa#cp a group which experienced a sensory‐motor condition #opN = 16#cp, and #opb#cp a group which experienced an unstructured activities condition #opN = 15#cp. The Peabody Motor Developmental Scales were used to assess the children's motor development prior to and immediately following the 20‐week intervention period. A series of 2 #opgroup#cp x 2 #optesting time#cp repeated measures analyses of variance were used to analyze the impact of the two conditions. Although the motor development of subjects in both groups changed significantly over time, there were no differences between groups.

Gross Motor Development in Preschool Children with Learning Disabilities

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n = 29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develop the gross motor skills of their audience. The programs were called occupational therapy (OT) (45–60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30 min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33–35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups.

Relationships between Parents' Child-Rearing Attitudes and the Jumping and Throwing Performance of Their Preschool Children

Abstract In this study of parental influences on the motor development of preschool children, the relationships between jumping and throwing performance and parents' child-rearing attitudes were assessed. Maryland Parental Attitude Survey scores were collected from the parents of 58 white, middle-class three-, four-, and five-year-old children. Permissive, indulgent home environments (characterized by low disciplinarian, high indulgent, and high protective child-rearing attitudes) were positively associated with superior throwing skill. Increased jumping skill was associated with higher maternal discipline.