Performance Of Preschool Children Research Articles

The relationship between jump and sprint performance in preschool children.

Physical activity may help prevent the development of adverse health disorders in children. Thus, it is fundamental to assess key physical skills, such as jumping and running, from an early age. Several studies proposed test batteries to evaluate these motor skills in preschoolers, but no research studied their association. Therefore, this study aimed to evaluate the relationship between jump performance, including force production parameters, and sprint performance in preschool children. Twenty-nine preschoolers, aged 4 to 5, underwent assessments, including countermovement jumps (CMJ) and standing long jumps (SLJ) on a force plate. Then they performed a 10-meter linear sprint assessed using photocells. Regression models revealed that SLJ distance emerged as a significant predictor (R2=49.3%, P<0.001) of sprint horizontal velocity, while, for sprint momentum (R2=34.3%), both SLJ distance (P=0.004) and SLJ vertical peak force (P=0.036) were found to be significant predictors. The findings showed that short-distance (i.e., 10 m) linear sprint performance, both velocity and momentum, in preschoolers may be predicted mainly using SLJ assessment. These findings underscore the importance of early motor skill development in shaping physical abilities and their potential relationship in preschool children.

Motor activities to improve maths performance in pre-school children with typical development.

Poor maths skills are associated with negative outcomes throughout life, such as lower academic qualifications, decreased professional success and socio-economic results. Mathematical skills emerge continuously throughout childhood and those that children acquire in pre-school are crucial for activities that support analytical thinking, problem-solving and reasoning and argumentation skills. Many of these activities are related to motor skills, since certain cognitive and motor areas of the brain are activated simultaneously when solving maths problems. Of all motor skills, visuomotor integration skills have been documented as those that are most consistently positively and significantly associated with maths performance in pre-school children. These skills are influenced by visual perception (spatial and attention skills), fine motor coordination and gross motor skills. Early intervention can improve visuomotor integration skills in pre-school children. Of all skills that make up visuomotor integration, spatial skills, in addition to being the first skills to influence numerical knowledge and the recognition of geometric shapes, are also those skills that form part of the majority of programs and activities to be worked on with pre-school children for the development of mathematical concepts. However, most intervention programs or activities to develop spatial skills are carried out in the classroom, usually through activities involving handling small objects. In this sense and given the significant association between visuomotor integration skills and gross motor skills, the main objective of this study was to list a set of activities to develop spatial skills, with a strong involvement of gross motor skills, in a classroom, playground or home context.

Relationships between Math Skills, Motor Skills, Physical Activity, and Obesity in Typically Developing Preschool Children.

There is evidence of a relationship between motor and cognitive development. The literature has shown that of all the motor skills, fine motor skills are those that contribute most to mathematical performance in preschool children. As this is a sensitive period in the development of motor skills, low levels of physical activity in this period can compromise their development and contribute to weight gain and obesity. The aim of this study was therefore to analyze the relationship between mathematical and motor skills, physical activity levels, and obesity. The sample consisted of 62 preschool children (32 males) with an average age of 4.63 ± 0.81. The Weschler preschool and primary scale of intelligence-revised arithmetic test was used to assess mathematical skills. The tests to assess fine motor skills were the "Adapted Threading Beads Test" and the "Adapted Visuomotor Integration Test". The movement assessment battery for children-2, band 1, "Aiming & Catching", and "Balance" tests were used to assess gross motor skills. Levels of physical activity were assessed using the "Preschool-age physical activity questionnaire" and obesity using the body mass index. The results indicated that only the fine motor skills of visuomotor integration were included in the multiple linear regression model (F < 0.001; r = 0.464; R2 = 0.215; p < 0.001), with the exclusion of gross motor skills, physical activity levels, and obesity levels. Thus, it was concluded that mathematical skills were only directly and significantly influenced by visuomotor integration. However, visuomotor integration was positively and significantly associated with gross motor skills (r = 0.269; p < 0.05) and not with levels of physical activity and obesity. Thus, gross motor skills could contribute to improving visuomotor integration directly and consequently mathematical skills indirectly. The results of this study suggest that the implementation of structured physical activity programs can contribute to mathematical performance.

The 10-Word Auditory Verbal Learning Test and Vocabulary Performance in 4- and 5-Year-Old Children.

Understanding the different factors that determine vocabulary development in young children is essential for the diagnosis and rehabilitation of language disorders in children. Language development is closely related to other cognitive processes such as auditory verbal learning and memory. This research focuses on the development of a novel auditory verbal learning test (AVLT) for 4- and 5-year-old children within the Dutch population. This new test is an adaptation of the common AVLT for both older children and adults, usually including a list of 15 words. Considering the lower attention span and limited executive functioning in young children, the word list of this new instrument is reduced to 10 words. Besides, a second recognition form has been developed to improve the ability to distinguish between possible underlying learning and memory deficits. Ninety-five preschool children (ages 4;0-5;12 [years;months]) were tested with this new AVLT 10-word test for kids (10WT-K), yielding different measures of verbal auditory memory. Forty-eight of 95 children received a recognition task with semantically unrelated items, and 47 of 95 received a recognition task with semantically related items. Three additional language skills were assessed to establish test validation: receptive and expressive vocabulary performance and nonword repetition. Outcome of the 10WT-K was related to scores on the language measures. Positive correlations were found between the total score of the 10WT-K and all three aforementioned language skills. We found no correlations between frequency of error types (intrusions and repetitions) and language measures. Furthermore, children who were administered the recognition list with semantically related items showed fewer correct answers and more false-positive and false-negative responses than children who received a recognition list with semantically unrelated items. The 10WT-K for young children can be used to (a) measure different aspects of auditory verbal learning and memory, (b) clarify the nature of possible verbal learning difficulties, and (c) identify a possible nature of language disorders. The word recognition task tested with semantically related items provides a more accurate measurement of individual differences, namely, in distinguishing retrieval and storage abilities. The significant relation found between auditory verbal short-term memory capacity and vocabulary performance in preschool children is a first step toward establishing test validity.

Oral Diadochokinetic Performance on Perceptual and Acoustic Measures for Typically Developing Cantonese-Speaking Preschool Children.

This study investigated native Cantonese-speaking preschool children's diadochokinetic performance, including rate, accuracy, and regularity. The second aim of this study was to examine whether language-specific patterns exist by comparing diadochokinetic rates with the average DKK rate for native English speakers. Sixty-four typically developing preschool children who were native Cantonese speakers participated. The diadochokinetic task administered to the children involved repetitions of monosyllabic, disyllabic, and trisyllabic words and nonsense words. The maximum performance of the children was compared by diadochokinetic rate (number of syllables per second), accuracy (percentage of matched production), and regularity (pairwise variability indexes, known as PVIs). Monosyllabic units were produced faster, more accurately, and more regularly than multisyllabic units. Word repetition showed higher accuracy and generally lower regularity than nonsense words but similar rates. Older children were faster and more regular (higher raw PVI of initial consonants) than younger children, but younger children performed as accurately as them. When compared with data from English speakers, the diadochokinetic rates of Cantonese children were generally lower. Developmental progression was evident in terms of rate and regularity. The distinctive accuracy and regularity patterns between word and nonsense word repetition suggest a clinical value for both stimulus types. Language typology plays a role in diadochokinetic rate, supporting the use of language-specific reference data in practice. The typical diadochokinetic profile obtained in this study could serve as a clinical reference for speech motor assessments.

Associations between measures of physical fitness and cognitive performance in preschool children

BackgroundGiven that recent studies report negative secular declines in physical fitness, associations between fitness and cognition in childhood are strongly discussed. The preschool age is characterized by high neuroplasticity which effects motor skill learning, physical fitness, and cognitive development. The aim of this study was to assess the relation of physical fitness and attention (including its individual dimensions (quantitative, qualitative)) as one domain of cognitive performance in preschool children. We hypothesized that fitness components which need precise coordination compared to simple fitness components are stronger related to attention.MethodsPhysical fitness components like static balance (i.e., single-leg stance), muscle strength (i.e., handgrip strength), muscle power (i.e., standing long jump), and coordination (i.e., hopping on one leg) were assessed in 61 healthy children (mean age 4.5 ± 0.6 years; girls n = 30). Attention was measured with the “Konzentrations-Handlungsverfahren für Vorschulkinder” [concentration-action procedure for preschoolers]). Analyses were adjusted for age, body height, and body mass.ResultsResults from single linear regression analysis revealed a significant (p < 0.05) association between physical fitness (composite score) and attention (composite score) (standardized ß = 0.40), showing a small to medium effect (F2 = 0.14). Further, coordination had a significant relation with the composite score and the quantitative dimension of attention (standardized ß = 0.35; p < 0.01; standardized ß = − 0.33; p < 0.05). Coordination explained about 11% (composite score) and 9% (quantitative dimension) of the variance in the stepwise multiple regression model.ConclusionThe results indicate that performance in physical fitness, particularly coordination, is related to attention in preschool children. Thus, high performance in complex fitness components (i.e., hopping on one leg) tends to predict attention in preschool children. Further longitudinal studies should focus on the effectiveness of physical activity programs implementing coordination and complex exercises at preschool age to examine cause-effect relationships between physical fitness and attention precisely.

Fine motor skills and finger gnosia contribute to preschool children's numerical competencies

Facets of fine motor skills (FMS) and finger gnosia have been reported to predict young children's numerical competencies, possibly by affecting early finger counting experiences. Furthermore, neuronal connections between areas involved in finger motor movement, finger gnosia, and numerical processing have been posited. In this study, FMS and finger gnosia were investigated as predictors for preschool children's performance in numerical tasks. Preschool children (N = 153) completed FMS tasks measuring finger agility and finger dexterity as well as a non-motor finger gnosia task. Furthermore, children completed numerical tasks that involved finger use (i.e., finger counting and finger montring), and tasks that did not (i.e., picture-aided calculation and number line estimation). To control for possible confounding influences of domain general skills, we included measures of reasoning and spatial working memory. We found associations between FMS and both finger counting and calculation, but not finger montring. In contrast, finger gnosia was only associated with finger montring, but not finger counting and calculation. Surprisingly, there were no associations between FMS or finger gnosia with number line estimation. Findings highlight that the relationship between finger gnosia, FMS, and numerical skills is specific to task requirements. Possible implications are discussed.

The Role of Competitive Activities on Preschool Children Performance

It is well recognized the importance of preschool children understanding of a product goal or a process goal in a school activity and in which way the kind of the goal could affect children’s performance in this activity. As known, product goals determine the outcome of learning and lead students’ attention to the outcome rather than to the strategy or method that can lead to the result. Instead, the process goal refers to methods and strategies that lead students learn handling a specific task. Herein, 30 preschool children, at a mean age of 5 ½ years, participated in two different games, twice each with different goal each time (product goal/process goal). The results showed that preschool children exhibited better performance in both games when the goal was of product type. Moreover, in the case of a process goal, it was observed that children encouraged their classmate who played the game, while in case of a product goal they did not encourage their classmate, but they only counted his successful efforts. The results show that children understand the difference between process goal and product goal, enhancing their performance in case of product goals aiming to win. Nevertheless, previous studies which contacted in older children, under competitive learning environment where the goal of an activity emphasize to the outcome, showed that children brake their efforts, when they feel that they cannot win. According the obtained results, preschool teachers should avoid the product goals and emphasize to the process goals.

Language and executive function skills as predictors of semantic fluency performance in pre-school children

Purpose: To explore how language and executive function skills of pre-school-aged children contribute to semantic fluency (a form of verbal fluency) performance. This study investigated effect of age and contribution of vocabulary and executive function on qualitative aspects of the semantic fluency task. Method: Forty typically developing Australian-English-speaking pre-school children, aged 4;0–5;11 (mean age = 55.5 months, SD = 5.21) participated. Eight assessment tasks were presented in random order examining semantic fluency, vocabulary knowledge and executive function. Hierarchical multiple regression analyses determined the extent to which measures of executive function and vocabulary accounted for fluency (number of words correctly produced) and qualitative aspects of the semantic fluency task (number of clusters, number of clustered words, number of switches). Result: While executive function and vocabulary were positively correlated with fluency and all qualitative measures of semantic fluency performance, they were not significant predictors of any aspect of task performance. Age and vocabulary were the only significant predictors of fluency, number of words clustered, and number of switches. Performance on these tasks was strongly related to vocabulary and automated retrieval processes. Conclusion: Pre-school children do not predominantly rely on executive function during semantic fluency. The influence that vocabulary has on semantic fluency task performance outweighs that accounted for by age.

Assessing Motor Performance in Preschool Children: The Zurich Neuromotor Assessment-2 and the Movement Assessment Battery for Children-2.

Comparing motor assessment tools that are available for young children is important in order to select the most appropriate clinical and research tools. Hence, this study compared motor performance assessed with the Zurich Neuromotor Assessment-2 (ZNA-2) to the Movement Assessment Battery for Children-2 (MABC-2). The sample consisted of 169 children, aged 3–5 years (87 boys; 51%). We used Pearson correlations to examine relationships between the ZNA-2 and MABC-2 component and total scores. In addition, Pearson correlations were performed between individual fine motor and balance items of the ZNA-2 and MABC-2. Results were that the total scores of the ZNA-2 and MABC-2 correlated moderately (r = .40, p < .001). Non-significant to moderate correlations were found between components (r = −.00 to .47) and between individual items of fine motor skills (r = .04 to .38) and balance (r = −.12 to .38). Thus, the ZNA-2 and MABC-2 measure partly similar and partly different aspects of motor performance.

Chronological and Skeletal Age in Relation to Physical Fitness Performance in Preschool Children.

Introduction: Physical fitness is an adaptive state that varies with an individual's growth and maturity status. Considering that the difference in skeletal maturity already existed among preschool children, this study was designed to determine the influence of skeletal age and chronological age on preschoolers' physical fitness performance.Methods: This cross-sectional study was conducted in 945 healthy preschoolers (509 males, 436 females) aged between 3.0 and 6.0 years in Shanghai, China. We used the method of TW3-C RUS to determine skeletal age. Chronological age was measured by subtracting the date of birth from the test date. Sit and reach, 2 × 10 m shuttle run test, standing long jump, tennis ball throw, 5 m jump on both feet, and balance beam walk were considered for physical fitness performance. Correlation coefficients and partial correlations adjusting height and weight were used to determine the relationships among the variables of skeletal age/ relative skeletal age, chronological age/relative chronological age, and physical fitness items.Results: Skill-related physical fitness was weakly to moderately associated with skeletal age (the absolute value of r: 0.225–0.508, p < 0.01) and was moderately to strongly associated with chronological age (the absolute value of r: 0.405–0.659, p < 0.01). Health-related physical fitness items (BMI and sit and reach) showed a fairly weak to no correlation with skeletal age and chronological age. After adjusting the height and weight, an extremely weak to no correlation was observed between skeletal age and both health- and skill-related physical fitness, and weak-moderate correlations were noted between chronological age and skill-related physical fitness (the absolute value of r: 0.220–0.419, p < 0.01). In children in Grade 1, skill-related physical fitness (except for balance beam walk) showed a weak to moderate correlation with relative chronological age (the absolute value of r: 0.227–0.464, p < 0.05).Conclusion: (1) both skeletal age and chronological age are associated with skill-related rather than health-related physical fitness performance, and after adjusting height and weight, chronological age, rather than skeletal age, is associated with skill-related physical fitness performance; (2) for preschool children, skill-related physical fitness performance is influenced by relative chronological age rather than individual differences in skeletal maturation, especially in the lower grades.

Relationship between touchscreen tablet usage time and attention performance in young children

This study aims to investigate the relationships between touchscreen tablet usage time and attention performance in preschool children. Seventy-five young children with typical development were recruited. The accuracy rate and reaction time of their attention performance improved with age. Significant differences in accuracy rates, reaction time, and executive attention performance between young children who use touchscreen tablets more or less often were observed. Children who spent more time using touchscreen tablets had better accuracy rates and faster reaction time in the Attentional Network Task test. However, children who spent more time on tablets performed slower in terms of executive attention. These findings add to the understanding of the experience of using touchscreen tablets and its relationship with the attention performance of young children.

ViMoT - Development of Visual-Motor Tests Methodology Including the Adoption of Uniform Rules and Digital Test Development

The authors have previously researched and analyzed, both manually and with the help of a computer program, preschool and primary school children's performance in the eye-hand coordination test and their depth perception. The study used the standardized DTVP-2 test - a psychophysiological test, and it will report as a golden standard for evaluation of visual - motor and visual perception integration. Computer-aided test processing significantly accelerates the collection and acquisition of test results - as we know, time is now a very high resource that everyone needs to spare. We evaluated the stereo vision of 56 participants by using the TNO test and eye-hand coordination. The participants were children of preschool and primary school age. Twenty of them were from a school for children with cognitive disabilities. The TNO test results showed that 54% of children between the ages of 5.5 and 9.0 years old had 60 arcsec, 18% - 120 arcsec, and 29% - 240 arcsec. The DTVP -2 test execution rate shows a very strong correlation with the stereoacuity (r = 0, 90; p < 0, 05). A computerized DTVP -2 test performance coefficient shows a higher correlation with stereo (r =0, 99; p < 0, 05). The DTVP -2 performance coefficient related to stereovision value - the higher the eye-hand coordination performance coefficient, the lower are the stereo threshold value. The conclusions of master thesis research became hypotheses of PhD research and started developing a ViMoT methodology. The development of a new methodology (ViMoT) for assessing visual-motor coordination and visual perception in electronic format and the subsequent development of a computer program will facilitate many specialists' work. It will make it possible to devote more time to processing, but correction or help of an individual (patient), depending on his problem. By working in an interdisciplinary manner, there is an in-depth knowledge of the topic, researched, and new solutions relevant to e-learning. Ensures the quality of the research and increases competitiveness. The following primary research methods will be applied to achieve the aim of the study: theoretical data research as descriptive analysis, content analysis, and comparative method; mixed type of methods as both qualitative research methods and quantitative research methods – document use, case studies, surveys, focus groups discussions and interviews with target groups, experimental and practical testing of recommendations; analysis methods as descriptive analysis, statistical analysis, and others. Today's users and learners require a user-oriented and personalized approach, not only in applications but also in education. The primary study aims to develop components for improving e-learning and learning process Visual-Motor Test (ViMoT) methodologies based and a new computerized tool on visual science basic principles, psychophysiological, and learners' needs.

Effects of a Strength-Dominated Exercise Program on Physical Fitness and Cognitive Performance in Preschool Children.

Wick, K, Kriemler, S, and Granacher, U. Effects of a strength-dominated exercise program on physical fitness and cognitive performance in preschool children. J Strength Cond Res 35(4): 983-990, 2021-Childhood is characterized by high neuroplasticity that affords qualitative rather than quantitative components of physical activity to maximize the potential to sufficiently develop motor skills and foster long-term engagement in regular physical activity. This study examined the effects of an integrative strength-dominated exercise program on measures of physical fitness and cognitive performance in preschool children. Children aged 4-6 years from 3 kindergartens were randomized into an intervention (INT) group (n = 32) or a control group (n = 22). The 10-week intervention period was conducted 3 times per week (each session lasted 30 minutes) and included exercises for the promotion of muscle strength and power, coordination, and balance. Pre and post training, tests were conducted for the assessment of muscle strength (i.e., handgrip strength), muscle power (i.e., standing long jump), balance (i.e., timed single-leg stand), coordination (hopping on right/left leg), and attentional span (i.e., "Konzentrations-Handlungsverfahren für Vorschulkinder" [concentration-action procedure for preschoolers]). Results from 2 × 2 repeated-measures analysis of covariance revealed a significant (p ≤ 0.05) and near significant (p = 0.051) group × time interaction for the standing long jump test and the Konzentrations-Handlungsverfahren. Post hoc tests showed significant pre-post changes for the INT (p < 0.001; d = 1.53) but not the CON (p = 0.72; d = 0.83). Our results indicate that a 10-week strength-dominated exercise program increased jump performance with a concomitant trend toward improvements in attentional capacity of preschool children. Thus, we recommend implementing this type of exercise program for preschoolers.

The degree of stability in motor performance in preschool children and its association with child-related variables.

Understanding the stability of individual differences in motor performance during the early years of life, despite normative age-related growth in motor performance, has important implications for identification of motor coordination difficulties and subsequently, early remediation. Therefore, the aims of the present study were to examine the degree of rank-order and individual-level stability in motor performance in young children with different levels of motor skill proficiency. Subsequently, we explored the influence of child variables (i.e., age, gender, and behavioural self-regulation) on different aspects of stability. In this longitudinal study, a community sample of 68 participants (49% girls) with a mean age of 3years and 11months (SD=7months) were assesses in three six-monthly waves. The total standard score of the Movement Assessment Battery for Children-2 (MABC-2) was used as the measure of motor performance. Rank-order stability was examined with zero-order Pearson correlations. Individual-level stability was examined by means of stability in classifications (at risk for motor coordination difficulties versus typically developing). In addition to examining stability in group classification, the Reliable Change Index (RCI) was calculated to examine if the difference in a child's scores over time exceeded (increased or decreased relative to) the expected change. The results showed moderate to high rank-order stability between time points. No significant differences in degree of rank-order stability were found between boys and girls and between 3-year old and 4-year old children. In terms of stability of classification, it was shown that for ~50% of the children with motor coordination difficulties and~90% of typically developing the classification based on the cut-off score on the MABC-2 was stable. Based on the RCI, over 90% showed individual-level stability. The level of behavioural self-regulation at T1 (as measured with the Head-Toes-Knees-Shoulders task) was not significantly related to individual-level stability in motor performance. In conclusion, our findings highlight the importance of a careful choice of stability measures and a reflection on the implications of their results. More research is needed to understand which child and environmental variables impact on stability.

The Role of Executive Functions for Motor Performance in Preschool Children as Compared to Young Adults.

Evidence suggests that executive and motor functions are functionally intertwined, with the interrelation between the two processes influenced by the developmental stage of the individual. This study examined executive and motor functions in preschool children (n = 41; 65–83 months), and investigated if, and how, preschoolers cognitive–motor functioning differs from that of young adults (n = 40; 18–31 years), who served as a control group reflecting the upper bound of cognitive–motor development. As expected, performance of young adults was significantly better than that of preschool children for all cognitive and motor domains tested. The results further showed differential associations among, and between, cognitive and motor functions in preschool children when compared to young adults. While similar correlations among motor variables are found in both groups, correlations among executive functions and between executive and motor variables are only found in preschool children. It thus appears that executive functions (especially working memory) contribute more to successful motor performance in preschool years than in young adulthood. The findings highlight the importance of considering the developmental stage and/or the proficiency level of the individual when examining cognitive–motor interactions or when drawing implications for childhood cognitive–motor training and interventions.

Is It Worthy to Take Account of the “Guessing” in the Performance of the Raven Test? Calling for the Principle of Parsimony for Test Validation

The present study compares the fit of two- and three-parameter logistic (2PL and 3PL) models of item response theory in the performance of preschool children on the Raven’s Colored Progressive Matrices. The test of Raven is widely used for evaluating nonverbal intelligence of factor g. Studies comparing models with real data are scarce on the literature and this is the first to compare models of two and three parameters for the test of Raven, evaluating the informational gain of considering guessing probability. Participants were 582 Brazilian’s preschool children ( Mage = 57 months; SD = 7 months; 46% female) who responded individually to the instrument. The model fit indices suggested that the 2PL fit better to the data. The difficulty and ability parameters were similar between the models, with almost perfect correlations. Differences were observed in terms of discrimination and test information. The principle of parsimony must be called for comparing models.

Stability and prediction of motor performance and cognitive functioning in preschoolers: A latent variable approach

AbstractAt preschool age, motor skills and cognitive functions are regularly examined at well‐child visits. Although reliable screening depends on the stability of the assessed developmental domains, little is known about the stability of motor and cognitive performance in preschool children. The aim of the present study was to investigate how stable motor skills and cognitive functioning are in the preschool years and whether they can predict their own and respective outcome 1 year later. 509 children were examined (46.4% female; M = 3.9 years; SD = 0.6; range 3.0–6.0 years) from the Swiss Preschoolers' Health Study (SPLASHY) at baseline and 1 year later. A Latent Variable Cross‐lagged Panel Model revealed that both motor skills and cognitive functioning are highly stable in the preschool age (.65/.67). Cross‐lagged coefficients were smaller (.37/.22). However, as the cross‐lagged paths did not differ significantly from each other, no reliable conclusions for the prediction of motor skills and cognitive functions may be drawn. We conclude that cognitive functioning and motor skills are highly stable already in the preschool years. Although small cross‐lagged predictive values were found, motor skills and cognitive functions may not to be reliable predictors of their respective outcomes. Future studies should test cross‐lagged predictive effects in clinical samples, where the effects might be larger. This study investigated the stability and predictive value of motor skills and cognitive functioning in 3–6‐year‐old typically developing children. Motor skills and cognitive functioning were highly stable already in preschool age, however, predictive values for their respective outcomes are lower and may not to be reliable predictors of their respective outcomes. As motor and cognitive development are highly stable at preschool age, they could be applied for the identification of children at risk.

Unsafe Chewing: Choking and Other Risks

Unsafe Chewing: Choking and Other Risks

Preliminary Study on Physical Activity and Motor Performance in Preschool Children with Autism Spectrum Disorder

To investigate physical activity level of preschool children with autism spectrum disorder (ASD) and the relationship between motor performance.