Skills Of Preschoolers Research Articles

Investigating How Play Behavior Influences Motor Skills in Preschoolers

This study explored the correlation between the level of play behavior and the level of motor skills of preschoolers. A quantitative approach was used, which included a random sampling of one hundred (100) preschoolers selected from Crossing Bayabas Developmental Center 2, Davao City, Philippines, school year 2024-2025, as assessed by three (3) teachers. The data was gathered using the ECCD Checklist. The motor competencies which were balance, coordination, agility, and precision, among others, were evaluated with the preschoolers as the subjects of evaluation. Frequency counts and weighted mean were utilized to describe the demographic profile of the preschoolers and Pearson’s correlation was used to evaluate the relationship between the level of play performed and the motor skills. The results demonstrated that the play behavior of the preschoolers does not significantly influence their level of gross motor skills with an r value of 0.175. But, does so with fine motor skills in a weak but impactful way, demonstrated by an r value of 0.375. The conclusion the research was able to arrive at was that play behavior impacts fine motor skill development, but with a lesser influence on gross motor skills development. Further investigation on the enduring effects of early play was suggested for future study.

Toe Grip Functionality as a Prerequisite of Vertical Jumping Skills in Children: A Longitudinal Study of Preschool Motor Development.

The capacity to execute vertical jumps is an important motor skill that constitutes a basic requirement not only for many athletic activities but also for coping with everyday demands. As a relatively complex motor pattern, jumping develops considerably during the preschool years. Interestingly, the available literature on prerequisites for the vertical jump to develop is scarce, with only a few studies investigating the role of foot development in children's changing jumping skills. The present study aims to shed light on the role of foot development in vertical jumping skills of preschoolers. The assessment of relevant aspects of motor development in a group of 463 children at four annual measurement points (mean age at first measurement, t1: 3.49 ± 0.26years) provided the basis for the present longitudinal study of toe grip functionality in relation to the capacity to execute vertical jumps. A series of multilevel models were fitted to the data to predict children's jumping skills as measured by means of a standardized motor development test at each time point. Independent of the influences of age and body mass index, toe grip functionality as a proxy for the strength and fine motor capacities of the toes was demonstrated to be a significant predictor, both longitudinally and concurrently, of children's jumping skills at each of four measurement points. Establishing toe grip functionality at an early age in childhood as a predictor of children's later jumping skills paves the way for the design and development of intervention approaches targeting these domains of motor development.

The PRSIST Intervention to Improve Self‐Regulation in Preschoolers: An Adaptation to the Italian Context

ABSTRACTSelf‐regulation is the ability to control cognitive, behavioural and social–emotional processes in service of one's goals. In the preschool years, self‐regulation develops rapidly, and during this period, it is influenced by the plasticity of the underlying neurofunctional circuits. Since good early self‐regulation skills favour positive developmental trajectories, numerous interventions have been proposed to enhance early self‐regulation skills. The present study aimed to investigate the efficacy of one of these, the Preschool Situational Self‐Regulation Toolkit (PRSIST), adapted to the Italian context. Two hundred and twenty‐seven preschoolers were randomly assigned at the classroom level to an experimental group (EG, n = 117) and a control group (CG, n = 110). The EG was involved in the intervention for 6 months, delivered by the classroom teachers through: daily playful activities with self‐regulation challenge, participating in teacher training of beneficial adult practices and parent newsletters. The EG showed significant improvement compared to the CG in: cognitive self‐regulation; inhibition; cognitive flexibility; and prosocial behaviours. Children with low initial performance improved even more from the training. These results support the acceptability and efficacy of this intervention, which can be implemented by teachers within Italian preschool contexts to promote the self‐regulation skills of preschoolers.

Parental and Educator Perceptions of Implementing Standardized Screenings for Early Detection of Motor Skills in Preschoolers: A Representative Survey.

Motor skill development in early childhood is essential for children's overall growth, including social participation and academic readiness. Despite the importance of motor skills, Austria's preventive health program for preschoolers currently lacks standardized motor screenings. This study explores the perceptions of parents and kindergarten educators regarding the potential implementation of regular, standardized motor skill screenings in kindergartens across Tyrol. In April-May 2024, questionnaires were distributed to 25 kindergartens across Tyrol. Parents and educators responded to structured and open-ended questions on the perceived importance, feasibility and potential impact of mobility screenings. Quantitative data were analysed descriptively, whereas qualitative data underwent thematic analysis to identify key themes regarding attitudes and practical considerations for implementing mobility screenings. A total of 892 parents and 19 educator teams responded. Both strongly supported mobility screenings, with 90.6% of the parents viewing them as important as existing health screenings and 100% of educators valuing their importance regarding children's motor development. Qualitative responses from parents emphasized the role of mobility screenings in promoting general development while highlighting the need for a child-friendly, voluntary approach. Educators not only showed strong support, noting the feasibility and benefit of daily routines, but also identified logistical and communication challenges regarding follow-up. Both groups acknowledged the potential of standardized screenings for early identification, allowing timely developmental support. The findings underscore the perceived importance of mobility screening in kindergarten to identify motor skill deficits in early childhood, an insight strongly supported by both educators and parents. Stakeholder support is a critical prerequisite for potential policy adaptations towards offering standardized kindergarten mobility screenings. To ensure effective integration, practical factors such as logistics, tool selection and accessibility must be addressed.

KidsNARRATE: a versatile corpus for studying Chinese-english bilingual L2 narrative skills in preschoolers

Abstract Narrative skills are crucial for young children as they not only indicate literacy and academic performance but also serve as effective tools to foster children’s relationships with the world. However, the linguistic resources for narratives produced by bilingual children are often limited, posing major challenges to the fields of child language development and language resource studies. Moreover, with the increasing prevalence of remote data collection, there are few guidelines on how to collect such data remotely. In this context, we present kidsNARRATE. KidsNARRATE is a non-native speech corpus designed to study the narrative comprehension of Chinese-English bilingual children in their L2 English. KidsNARRATE comprises 6 hours of audio recordings of children taking the narrative test Multilingual Instrument for Narratives (MAIN), along with transcriptions, human-rated scores, and annotations of grammatical and pronunciation errors at the word level. The audio recordings of the English section have been processed to meet the requirements of certain machine learning applications. Additionally, for cognitive baseline comparison, kidsNARRATE contains the audio and video data of the same group of children taking the parallel MAIN test in L1 Chinese. In the course of this study, we developed a remote recording method using accessible recording tools and an easy-to-use setup. Despite its simplicity, the data collected using this method meets the rigorous requirements for machine learning studies and is also suitable for linguistic research. This method can serve as a specific template for researchers and educators seeking to remotely record audio and/or video data for linguistic studies. Overall, the rich linguistic content and compatibility with machine learning processes make kidsNARRATE a valuable resource for studies of early child L2 acquisition and the development of children’s speech patterns in the field of automatic speech recognition. Finally, we propose future work regarding data collection methods and second language teaching.

Innovative Play-Based Methodologies for Development of Communication Skills of Preschoolers

The study examines the challenges of fostering communicative competencies among preschool-aged children through play-based pedagogical approaches, addressing the need for systematic approaches to developing communication skills in early childhood education. Methodology and Methods. The research employs comprehensive theoretical analysis of fundamental characteristics underlying communicative skills, drawing upon seminal contributions from distinguished scholars including L.S. Vygotsky, A.V. Zaporozhets, M.I. Lisina, T.A. Repina, E.V. Subbotsky, S.G. Yakobson, and other prominent figures in developmental psychology and educational theory. A systematic taxonomy approach was utilized to categorize communicative competencies. Results. The investigation provides conceptual clarification of communication skills and presents a systematic taxonomy encompassing three primary dimensions: informational-communicative, regulatory-communicative, and affective-communicative competencies. Contemporary gaming methodologies demonstrating significant potential for advancing communicative skill acquisition were delineated. Evaluative criteria encompassing cognitive, motivational, and behavioral dimensions were established, with three developmental proficiency levels identified: emergent, developing, and advanced. A comprehensive diagnostic protocol for assessing communicative skill development in preschool populations was developed. Scientific novelty. The research elucidates scientific and theoretical frameworks underlying communicative skill development in preschool children, conceptualizing play-based activities as efficacious pedagogical instruments that facilitate acquisition of effective interpersonal interaction strategies and enhance comprehensive language development. Practical significance. Evidence-based methodological guidelines for educators were formulated to enhance communicative competency levels of young learners, providing practical tools for implementing play-based approaches in preschool educational settings.

Digital Learning for Young Minds: The Power of Educational Innovation in Early English Reading Mastery

Despite the growing emphasis on early childhood English literacy, research on the direct impact of educational technology on young learners' reading skills remains limited, particularly in the Indonesian context. Existing studies often focus on conventional teaching methods or generic digital tools without empirically testing the effectiveness of structured educational technology interventions. Addressing this gap, this study investigates how interactive educational technology enhances early English reading skills in preschoolers. Using a quasi-experimental design with a two-group pretest-posttest control setup, the research involved 60 children aged 5–6 years, divided into an experimental group (n=30) exposed to technology-assisted learning and a control group (n=30) using traditional methods. Data were collected through structured observational assessments and analyzed using an Independent Samples Test. Findings revealed a statistically significant improvement in the experimental group’s reading ability, as indicated by a p-value of 0.001 (<0.05), confirming that technology-based interventions effectively enhance young learners' English reading proficiency. This study contributes to the discourse on early literacy by demonstrating the role of digital tools in fostering emergent reading skills through engaging, interactive, and adaptive learning experiences. The results suggest that integrating educational technology in preschool curricula can bridge early literacy gaps and create an enriched learning environment. On a broader scale, these findings support the need for policy revisions in early education, advocating for digital inclusivity and pedagogical innovation to better equip children with foundational literacy skills in an increasingly technology-driven world.

Retraction Note: The Role of the Art of Chinese Calligraphy and Music in Developing Creative Thinking Skills in Preschoolers Using Flipped Technology.

Retraction Note: The Role of the Art of Chinese Calligraphy and Music in Developing Creative Thinking Skills in Preschoolers Using Flipped Technology.

STEM-ЫКМАСЫН МЕКТЕПКЕ ЧЕЙИНКИ БИЛИМ БЕРҮҮ УЮМДАРЫНЫН БИЛИМ БЕРҮҮ ПРОЦЕССИНЕ КИРГИЗҮҮ: АЛГАЧКЫ КАДАМДАР ЖАНА ПЕРСПЕКТИВАЛАР

Modern educational standards require new methods to develop children's cognitive potential during early learning. The integration of STEM into preschool education through the scientific, technological, and mathematical disciplines was examined. Focused on adapting this methodology was adapted to the age characteristics of kindergarten students. The benefits include enhanced research potential and technical skills in preschoolers. It emphasizes the need to update resources and improve teacher competence. Phased STEM implementation through play and project-based learning is proposed. The results show the effectiveness of combining traditional education with experimental design. The creation of developmental environments that facilitate natural scientific learning is highlighted.

Возможности развития математических умений дошкольников с помощью цифрового математического приложения

<p><strong>Context and relevance.</strong> Digital devices are an integral part of the lives of most modern preschoolers. In this regard, the study of the developmental and educational potential of these devices is becoming an important and urgent task for modern science and practice. <strong>Objective.</strong> This study was aimed at exploring the possibilities of improving mathematical skills in preschoolers using a digital math application in situations of joint discussion with an adult or independent use of the application. <strong>Hypothesis.</strong> We assumed that preschoolers who use a digital math app in a situation of joint discussion with an adult will be more successful at completing math tasks for quantity and counting, as well as magnitude, than children who used the app on their own. <strong>Methods and materials.</strong> The study involved 64 preschoolers (42,1% of boys) aged 5-6 years, pupils of the senior kindergarten groups in Moscow. In the course of the study, preliminary testing of mathematical skills and the level of non-verbal intelligence in preschoolers was conducted; then, based on the diagnostic results, the children were divided into 2 experimental groups, each of which was given a series of six developmental classes. The final stage was the repeated testing of mathematical skills in children who took part in educational activities. Methods for comparing numbers, arithmetic skills, comparing intervals between numbers and a sense of number were used to evaluate mathematical representations of preschoolers about quantity, and tasks for measuring by measure and the ability to find a correspondence between objects in size were used to evaluate representations of magnitude. To diagnose the level of nonverbal intelligence, the technique of “Raven's Color Progressive Matrices" was used. <strong>Results.</strong> The results showed that more significant improvements in children's performance of counting and magnitude tasks occurred in children who had the opportunity to discuss math tasks performed in the application with an adult. <strong>Conclusions. </strong>The conducted research allows us to conclude that when using digital educational applications to train mathematical skills in preschoolers, the help and participation of an adult plays an important role.</p>

«Nimble fingers» electronic application for the development of graphomotor skills in preschoolers: A randomized controlled trial in Kazakhstan

The initial analysis revealed that the main challenge for preschoolers was the lack of graphomotor skills, such as hand coordination when writing and drawing. Consequently, this research aims to investigate the efficacy of the «Nimble Fingers» application as an educational tool to enhance graphomotor abilities. Samples were prepared for a controlled study involving 90 children aged 4-6 years. Participants were randomly assigned to an experimental group (45 children) that completed learning activities using the electronic application, and a control group (45 children) who completed tasks on paper as usual. Before and after a two-week period, the level of graphomotor skills was assessed in both groups using the «Nimble Fingers» software. The results of the experiment indicated that the children in the experimental group demonstrated a significant improvement in graphomotor abilities compared to those in the control group. This suggests that the «Nimble Fingers» program may be an effective tool for enhancing graphomotor skills among preschoolers. The differences arose due to the use of the «Nimble Fingers» electronic application. Overall, the application has been shown to be effective in improving children's graphomotor skills, making it a valuable tool for their development.

Towards developing early intervention programmes supporting social skills for autistic children in early childhood: a systematic review

ABSTRACT The diverse developmental patterns of autism spectrum disorder can become noticeable from a very early age, sometimes accompanied by challenges in specific areas of functioning. Early interventions are widely considered beneficial for autistic children, as they can positively influence developmental progress, functioning and social skills. These interventions typically involve children’s caregivers, though their accessibility, intensity, and effectiveness can vary depending on factors such as available resources, support systems, and individual family needs, which may influence the overall outcomes. The present study aims to identify early educational interventions that may support the development of social skills in preschool and early school-age autistic children. A total of eight journal articles during the 2018–2024 period were identified after an exhaustive search in academic databases. The context and outcomes of these eight studies were coded and analysed. The results show that the social skills of autistic children in early childhood are positively affected by the implementation of early educational programmes.

Assessing early math skills in preschoolers by using digital games

Improving early mathematical competence is a major priority worldwide; thus, assessing early math abilities is critical. Although various international standardized instruments serve this purpose, their usage in underdeveloped countries is prohibitive due to their resource-intensive requirements. In this report, we explore the development of the “Test de Pensamiento Matemático" (TPM, Test of Preschool Mathematics), which is an automated, game-based, digital instrument for assessing early math abilities in 4-to-6-year-old children in accordance with international curricular standards. A confirmatory factor analysis shows an optimal fit for two dimensions: numerical thinking and visuospatial reasoning. By drawing on technology, the TPM can be applied to large groups of children, so it becomes an efficient tool for assessing performance, monitoring learning improvements, and screening children who need additional support to develop their math abilities at the same pace with their peers.

Teachers' Behavioral Intention to Use E-books to Promote Reading Skills in Preschoolers: Adoption of the UTAUT2 Model

The current study aims to investigate teachers' behavioral intention to use e-books to promote reading skills in young children post COVID-19 ERA, applying the UTAUT2 Model. A quantitative, non-experimental survey design was used to study the relationships between the independent variables (UTAUT2 constructs) and dependent one (behavioral intention to use e-books).  A total of 480 responses was received. As indicated by findings all the constructs impacted teachers' behavioral intention to use e-books to promote reading literature in young children positively and significantly.  this study support evidence on UTAUT’s application in using e-books to promote reading literature in young children.

The Reflection of Different Educational Approaches on Life Skills: Waldorf Pedagogy and Montessori Method

The aim of this research is to determine the place of life skills in Waldorf pedagogy and the Montessori method, as well as to identify educational practices that support life skills. A descriptive qualitative design was chosen because there wasn't enough specific information about how Waldorf pedagogy and the Montessori method help with life skills. Descriptive qualitative design is used with the aim of complementing and explaining the quantitative dimension of studies conducted with mixed methods. The study group consisted of 13 teachers working in the preschool education level of Waldorf and Montessori schools. The interview technique was used for the purpose of sharing experiential knowledge. Criterion sampling, one of the purposive sampling methods was used to determine the study group. In this study, teachers' opinions on twelve life skills were gathered. During the interview, audio recordings were made with the participants' knowledge, and subsequently, a transcript was created. According to the study, the Waldorf method uses random, inwardly focused, nature-based, and cyclical ways of teaching, while the Montessori method uses social, real-life experience-based, and more structured ways of teaching. In the research results, it is interesting to note that the Waldorf method and the Montessori method had fewer teaching activities about how to avoid dangerous situations and what to do in an emergency than they did about other life skills. According to the research, Waldorf pedagogy and the Montessori method are both based on the philosophy of anthropology, but they have different ways of teaching preschool. However, both teach kids skills that will help them in their future lives. It is suggested that in future research, the study group should be met before the study to improve the interview method, different ways of teaching life skills in preschool should be looked at, and finally, this study should be repeated during the Covid-19 period after the pandemic and the results should be compared.

Effectiveness of a manual dexterity training program to improve executive functioning in preschool children: an individual difference analysis

IntroductionThe present study employed the Jacobson-Truax reliable change index (RCI) to examine the effectiveness of a 4-week manual dexterity training program embedded in a socially enriched group setting to improve working memory performance, cognitive functioning, and numeracy skills in preschool children.MethodsForty-five typically developing children aged between 5 and 6 years of age were randomly allocated to a 4-week intervention program (n = 20) or a control condition (n = 25). Pre- and post-test assessments were conducted using two manual dexterity measures, three working memory measures, as well as tasks evaluating inhibition, cognitive flexibility, processing speed, and numeracy skills.ResultsRelative to control participants, a greater number of participants in the intervention group showed statistically and clinically significant post-intervention gains in manual dexterity, working memory, and selective attention. However, the benefits of the intervention did not extend to response inhibition, cognitive flexibility, processing speed, and numeracy skills. Moreover, a greater percentage of children in the intervention group exhibited improvements in both manual dexterity and all working memory tasks than children in the control group.DiscussionOverall, findings from this study corroborate existing research demonstrating the positive effects of manual dexterity training on working memory performance and highlight the use of individual-level analysis to determine the effectiveness of cognitive-motor training and interventions.

Fundamental motor skills in preschoolers participating in a Developmental Physical Education program: preliminary results of a descriptive cross-sectional study

BACKGROUND: Many studies indicate delays in the motor development of Brazilian preschoolers. These delays may be partly attributed to the sporadic presence of physical education teachers in early childhood education and the lack of preschoolers’ participation in physical activity programs focused on developing these skills. AIM: To investigate the gross motor quotient and motor age of children participating in a Developmental Physical Education program. METHODS: The Test of Gross Motor Development (TGMD-2) was used to assess the motor developmental level of 19 children enrolled in an early childhood education center. Participants were divided into three age groups: three, four, and five years old. RESULTS: After 12 weeks of classes, all participants demonstrated acceptable motor development, with a motor age at or above their chronological age. Thirteen children (68.42%) received average descriptive ratings, three (15.8%) received above-average ratings, and three (15.8%) received superior ratings. INTERPRETATION: Participation in a systematic and regular Developmental Physical Education program appears to support the acquisition and refinement of fundamental motor skills in young children.

Relationship between physical activity and sleep habits with motor proficiency among school aged children in Iran

Despite the importance of basic motor skills in preschool and elementary school children for developing specialized skills in adulthood, the factors influencing motor proficiency have not yet been fully identified, and there are contradictory findings regarding the influencing factors. Therefore, the present study aims to investigate the relationship between physical activity and sleep habits with motor proficiency among school aged children in Iran. In this descriptive and analytical cross-sectional study, 403 school-aged children living in Bushehr were selected using cluster random sampling method. Data collection tools included demographic form, physical activity questionnaire for older children, children’s sleep habits questionnaire, anthropometric measurements and short-form Bruininks-Oseretsky test of motor proficiency. The data were analyzed using SPSS 19.0, descriptive statistics and analytical tests (simple and multiple univariate regression). The significance level was considered less than 0.05 in all cases. The mean age of the children participating in the study was 9.65 ± 1.72 years. Approximately half of the children (46.5%) were classified as overweight and obese. The simple regression analysis showed a significant statistical correlation between motor proficiency and child’s age, parent’s age, number of siblings, BMI and physical activity (P < 0.05). The multiple regression analysis results indicated a significant correlation between motor proficiency and child’s age (β = 0.462, P < 0.001), gender (β = 0.145, P = 0.001) and BMI (β = − 0.157, P < 0.001). Children with a higher BMI, younger age and female gender exhibited a lower level of motor proficiency. The obtained findings are of particular importance for raising awareness of school officials and health policymakers about various aspects of health such as growth and motor development, and developing necessary strategies to enhance girls’ motor development and prevent obesity.

Особенности формирования навыков саморегуляции у детей в период дошкольного возраста

в статье рассматриваются особенности формирования навыков саморегуляции у детей дошкольного возраста. Дается описание понятию «саморегуляция», ее специфики и условий формирования в период дошкольного детства, а также влияния на дальнейшее обучение, социализацию и адаптацию в обществе. Описываются ключевые аспекты в развитии саморегуляции, такие, как контроль эмоций, поведения, действий у детей дошкольного возраста. Кроме того, авторы приводят характеристику основных особенностей и направлений работы по становлению навыков саморегуляции в дошкольном возрасте, к которым относятся: развитие произвольности, волевой сферы, эмоционального интеллекта, эмпатии, гибкости мышления, творческих способностей, формирование самооценки, толерантности, ответственности, устойчивости к стрессу, обучение планированию и прогнозированию, техникам релаксации, управлению временем, рефлексии, сотрудничеству и критичности мышления. В работе предлагаются соответствующие средства развития навыков саморегуляции у дошкольников, которые включают в себя учет индивидуальных особенностей, личный пример взрослых, использование игровой деятельности, а также поддержку и разговоры со стороны взрослых. Также в исследовании представлены условия, соблюдение которых будет способствовать эффективному формированию навыков саморегуляции у дошкольников. the article discusses the features of the formation of self-regulation skills in preschool children. The article describes the concept of "self-regulation", its specifics and conditions of formation during preschool childhood, as well as its impact on further education, socialization and adaptation in society. The key aspects in the development of self-regulation, such as the control of emotions, behavior, and actions in preschool children, are described. In addition, the authors describe the main features and areas of work on the formation of self-regulation skills in preschool age, which include: the development of arbitrariness, volitional sphere, emotional intelligence, empathy, flexibility of thinking, creative abilities, formation of self-esteem, tolerance, responsibility, resistance to stress, training in planning and forecasting, relaxation techniques, management time, reflection, cooperation and critical thinking. The paper suggests appropriate means of developing self-regulation skills in preschoolers, which include taking into account individual characteristics, personal example of adults, the use of play activities, as well as support and conversations from adults. The study also presents conditions, compliance with which will contribute to the effective formation of self-regulation skills in preschoolers.

Formation of time representations in preschoolers and younger schoolchildren through robotics

The relevance of the study is due to the need to improve the methods of forming temporal representations in preschoolers and younger schoolchildren, which plays a fundamental role in the development of cognitive abilities and the organization of their daily activities. Modern educational technologies, in particular, robotics, provide additional opportunities for mastering time categories in a visually effective form. The authors of this article pay special attention to the creation of a systematization of options for the use of robotic tools during the formation of time representations in preschool and primary school age children. This systematization was based on the analysis of modern psychological and pedagogical literature on the research problem. The aim of the empirical part of the study is to identify the impact of robotics classes on the development of time representations in preschoolers and younger schoolchildren. The subject of the research is the process of forming time representations in preschoolers and younger schoolchildren through robotics. The methodology is based on a comprehensive approach presented by a theoretical analysis of psychological and pedagogical concepts of the development of temporal thinking, as well as empirical methods (observation, experimental modeling). The novelty of the work lies in substantiating the role of the characterized technique as an effective tool for the formation of basic time categories in children, which expands the understanding of methods of cognitive development at an early age. The results of an empirical study have shown that conducting educational classes based on robotics has a positive effect on the development of time representations and search planning skills in preschool and primary school age. The use of the studied resources helps to understand the sequence of events, cause-and-effect relationships, and the duration of time intervals. The results show that the use of robotic technologies not only increases the effectiveness of knowledge acquisition, but also develops cognitive abilities. This makes the described method a very significant direction in psychological and pedagogical practice.