1
|
Faber L, Schoemaker MM, Derikx DFAA, Seetsen-van Schelven H, Hartman E, Houwen S. Qualitative age-related changes in fine motor skill performance among 3- to 6-year-old typically developing children. Hum Mov Sci 2024; 93:103169. [PMID: 38056220 DOI: 10.1016/j.humov.2023.103169] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Revised: 10/30/2023] [Accepted: 11/21/2023] [Indexed: 12/08/2023]
Abstract
This study described intra-task fine motor skill components of the Manual Dexterity tasks (Posting Coins; PC, Threading Beads; TB, Drawing Trail; DT) of the Movement Assessment Battery for Children-2 Test for typically developing children and investigated age- and sex-related differences. Three- to six-year-old Dutch children (n = 182, Mage 4.5 ± 1.1 years, 51.1% boys) were observed with regard to intra-task fine motor skill components, and changes in intra-task components of the Manual Dexterity tasks were analyzed across age using of the Kruskal-Wallis test with post-hoc Mann-Whitney U tests, and differences between sexes using the Mann-Whitney U test. The following intra-task components were observed: grip type, manipulation, non-dominant or non-writing hand, grip position, posture, head, coin placement, placement of the bead on the lace tip and joint movement. Results showed that the younger children (3-year-olds) more frequently used a grasp with the full hand (PC, TB), more often put the coin on the container and sliding it in (PC), more often supported the side or top of the container (PC), used more bi-manual manipulation (transferring from hand-to-hand or hand, body or surface assist) (TB, DT), more frequently used primitive, too high grips, predominantly used their proximal joints, and did not support the paper (DT). This in comparison with more frequent use of three-point pinch, direct coin placement, grabbing the front or back of the container, in-hand-manipulation, mature grips and correct height, distal joint use and supporting the paper from the side or below by most 5- and 6-year-olds. Furthermore, most sex-related differences were found in the younger age-groups (3- and 4-year-olds) in the DT tasks with girls outperforming boys. Results from this study add to the knowledge on qualitative fine motor skill performance in a convenience sample of 3- to 6-year-old typically developing children. A limitation of the current study was the relatively small sample size of 6-year-old children. The strength of the current study is its novelty in providing qualitative descriptions of intra-task fine motor skill components in typically developing 3- to 6-year-old children.
Collapse
Affiliation(s)
- Leila Faber
- University of Groningen, University Medical Centre Groningen, Centre for Human Movement Sciences, Antonius Deusinglaan 1, 9713 AV Groningen, the Netherlands.
| | - Marina M Schoemaker
- University of Groningen, University Medical Centre Groningen, Centre for Human Movement Sciences, Antonius Deusinglaan 1, 9713 AV Groningen, the Netherlands
| | - Dagmar F A A Derikx
- University of Groningen, University Medical Centre Groningen, Centre for Human Movement Sciences, Antonius Deusinglaan 1, 9713 AV Groningen, the Netherlands
| | - Heleen Seetsen-van Schelven
- Fontys School for allied health professions, Fontys University of Applied Sciences, Ds. Theodor Fliednerstraat 2, 5631 BN Eindhoven, the Netherlands
| | - Esther Hartman
- University of Groningen, University Medical Centre Groningen, Centre for Human Movement Sciences, Antonius Deusinglaan 1, 9713 AV Groningen, the Netherlands
| | - Suzanne Houwen
- University of Groningen, Faculty of Behavioral and Social Sciences, Inclusive and Special Needs Education Unit, Grote Rozenstraat 38, 9712 TJ Groningen, the Netherlands
| |
Collapse
|
2
|
Schott N, Mündörfer A, Holfelder B. Neighborhood Socio-Economic Status Influences Motor Performance and Inhibitory Control in Kindergarten Children-Findings from the Cross-Sectional Kitafit Study. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1332. [PMID: 37628331 PMCID: PMC10453836 DOI: 10.3390/children10081332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Revised: 07/13/2023] [Accepted: 07/21/2023] [Indexed: 08/27/2023]
Abstract
Numerous studies have examined the role of socio-economic status on physical activity, obesity, and cognitive performance in youth or older adults, but few studies have examined the role of neighborhood socio-economic status (NSES) on motor or cognitive performance in kindergarten children. This study aimed to examine whether lower NSES (measured by the social data atlas) was associated with lower motor and inhibitory control performance in kindergarten children. One hundred twenty-nine preschoolers were recruited from eight kindergartens in low and high NSES areas in Stuttgart, one of Germany's largest metropolitan areas. Motor functioning (Movement Assessment Battery for Children, MABC-2; Manual Dexterity, Aiming and Catching, and Balance) and inhibitory control (Flanker Task, Go/NoGo Task) were assessed in a sample of 3- to 6-year-old children within a cross-sectional study. Children from a low NSES background showed the expected difficulties in inhibitory control and motor performance, as indicated by poorer performance than children from a high NSES background. Sex-specific analysis revealed girls from low NSES areas to have the lowest fine motor control; children with low NSES reach a Developmental Coordination Disorder at-risk status of 13% (boys and girls), in contrast to children with high SES (boys 9.1%, girls 0.0%). Motor performance and inhibitory control correlated positively with regard to the group from a low NSES background. Researchers and practitioners are advised to develop a more nuanced picture of motor and academic achievement in heterogeneous neighborhoods when designing early intervention programs, particularly with regard to sex differences, with the most significant disadvantage to girls with lower NSES.
Collapse
Affiliation(s)
- Nadja Schott
- Department of Psychology and Human Movement Sciences, Institute for Sport and Movement Science, University of Stuttgart, 70569 Stuttgart, Germany;
| | - Andi Mündörfer
- Amt für Sport und Bewegung, Bewegungsförderung und Sportentwicklung, 70161 Stuttgart, Germany;
| | - Benjamin Holfelder
- Department of Psychology and Human Movement Sciences, Institute for Sport and Movement Science, University of Stuttgart, 70569 Stuttgart, Germany;
| |
Collapse
|
3
|
Fernandes AC, Viegas ÂA, Lacerda ACR, Nobre JNP, Morais RLDS, Figueiredo PHS, Costa HS, Camargos ACR, Ferreira FDO, de Freitas PM, Santos T, da Silva Júnior FA, Bernardo-Filho M, Taiar R, Sartorio A, Mendonça VA. Association between executive functions and gross motor skills in overweight/obese and eutrophic preschoolers: cross-sectional study. BMC Pediatr 2022; 22:498. [PMID: 35999515 PMCID: PMC9400322 DOI: 10.1186/s12887-022-03553-2] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Accepted: 08/10/2022] [Indexed: 01/19/2023] Open
Abstract
BACKGROUND Preschool age (3-5 years old) is a crucial period for children to acquire gross motor skills and develop executive functions (EFs). However, the association between the qualitative gross motor skills and EFs remains unknown in preschoolers, especially among overweight and obese children. METHODS This was a cross-sectional, exploratory, and quantitative study carried out on 49 preschool children, divided into two subgroups according to their body mass index (overweight/obese: 24; eutrophic [normal weight]: 25). The mean age was 4.59 years. More than half of the sample were boys (55%) and most of the mothers had completed high school (67%) and were class C socioeconomic level (63%). Gross motor skills were assessed using the Test of Gross Motor Development-2, while EFs were evaluated using Semantic verbal fluency (SVF), Tower of Hanoi (TH), Day/Night Stroop, and Delayed Gratification tests. Multiple linear regression models adjusted for sex, age, maternal education, socioeconomic status, quality of the home environment, and quality of the school environment using the stepwise method were executed, considering the cognitive tasks as independent variables and gross motor skills as dependent variable. RESULTS The overweight/obese preschoolers showed worse locomotor skills than their eutrophic peers and below average gross motor quotient (GMQ). Overweight/obese girls performed worse in OC skills than boys with excess weight. SVF (number of errors) and TH (rule breaks) explained 57.8% of the variance in object control (OC) skills and 40.5% of the variance in GMQ (p < .05) in the overweight/obese children. Surprisingly, there was no significant association between any of the EF tasks and gross motor skills in the eutrophic children. CONCLUSION A relationship between EF tasks (number of errors in SVF and rule breaks in TH) and gross motor skills (OC and GMQ) was demonstrated in the overweight/obese preschoolers, indicating that worse cognitive flexibility, working memory, planning, and problem solving are associated with worse gross motor skills in this population when compared to eutrophic children.
Collapse
Affiliation(s)
- Amanda Cristina Fernandes
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus JK - Rodovia MGT - 367 - Km 583, N°. 5000 - Alto da Jacuba / ZIP, Diamantina, Minas Gerais, 39100-000, Brazil
| | - Ângela Alves Viegas
- Programa de Pós-Graduação Multicêntrico em Ciências Fisiológicas (PPGMCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Ana Cristina Rodrigues Lacerda
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus JK - Rodovia MGT - 367 - Km 583, N°. 5000 - Alto da Jacuba / ZIP, Diamantina, Minas Gerais, 39100-000, Brazil
- Programa de Pós-Graduação Multicêntrico em Ciências Fisiológicas (PPGMCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Juliana Nogueira Pontes Nobre
- Programa de Pós-Graduação Multicêntrico em Ciências Fisiológicas (PPGMCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Rosane Luzia De Souza Morais
- Programa de Pós-Graduação Saúde, Sociedade e Ambiente (PPGSaSA), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Pedro Henrique Scheidt Figueiredo
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus JK - Rodovia MGT - 367 - Km 583, N°. 5000 - Alto da Jacuba / ZIP, Diamantina, Minas Gerais, 39100-000, Brazil
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Henrique Silveira Costa
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus JK - Rodovia MGT - 367 - Km 583, N°. 5000 - Alto da Jacuba / ZIP, Diamantina, Minas Gerais, 39100-000, Brazil
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Ana Cristina Resende Camargos
- Programa de Pós-Graduação em Ciências da Reabilitação, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, Minas Gerais, Brazil
| | | | - Patrícia Martins de Freitas
- Programa de Pós-Graduação em Psicologia da Saúde (PPGPSI), Instituto Multidisciplinar em Saúde da Universidade Federal da Bahia (UFBA), Vitória da Conquista, Bahia, Brazil
| | - Thiago Santos
- Departamento de Ciências Biológicas, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Fidelis Antônio da Silva Júnior
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Mário Bernardo-Filho
- Laboratório de Vibrações Mecânicas e Práticas Integrativas - LAVIMPI, Departamento de Biofísica e Biometria, Instituto de Biologia Roberto Alcântara Gomes and Policlínica Piquet Carneiro, Universidade do Estado do Rio de Janeiro (UERJ), Rio de Janeiro, RJ, Brazil
| | - Redha Taiar
- Université de Reims Champagne Ardenne, MATIM, 51100, Reims, France
| | - Alessandro Sartorio
- Istituto Auxologico Italiano, IRCCS, Division of Auxology and Metabolic Diseases & Experimental Laboratory for Auxo-endocrinological Research, Piancavallo-Verbania, Italy
| | - Vanessa Amaral Mendonça
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus JK - Rodovia MGT - 367 - Km 583, N°. 5000 - Alto da Jacuba / ZIP, Diamantina, Minas Gerais, 39100-000, Brazil.
- Programa de Pós-Graduação Multicêntrico em Ciências Fisiológicas (PPGMCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil.
- Centro Integrado de Pesquisa e Pós-Graduação em Saúde (CIPq saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil.
| |
Collapse
|
4
|
Michel E, Molitor S. Fine motor skill automatization and working memory in children with and without potential fine motor impairments: An explorative study. Hum Mov Sci 2022; 84:102968. [PMID: 35709618 DOI: 10.1016/j.humov.2022.102968] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2021] [Revised: 06/02/2022] [Accepted: 06/02/2022] [Indexed: 11/16/2022]
Abstract
AIMS The present study explored fine motor skill automatization and working memory in kindergarten children with and without potential fine motor impairments. For both groups, lower performance was expected in a cognitive-motor dual-task compared to single-tasks. Children with potential fine motor impairments were expected to show higher dual-task costs (indicating lower automatization) and lower working memory performance compared to children without potential fine motor impairments. METHODS The sample included 18 kindergarten children (mean age M = 67.17 months, SD = 4.34 months) with potential fine motor impairments (scoring at or below the 9th percentile of the manual dexterity scale of the Movement ABC-2; Petermann, 2011) and 36 children scoring above the 9th percentile of the manual dexterity scale of the Movement ABC-2 (mean age M = 67.56 months; SD = 3.74). All children completed a fine motor task (trail drawing) and a working memory task (digit span backwards) in single- and dual-task conditions. RESULTS Results showed an overall lower cognitive but not fine motor performance in the dual-task condition compared to the single-task condition. Overall, the group scoring above the 9th percentile showed a lower error-to-length ratio and higher working memory performance than the group with potential fine motor impairments. The dual-task costs did not differ between the groups. CONCLUSIONS Although the potential fine motor impaired children did not show an automatization deficit, they might be at risk of academic problems due to their lower fine motor and working memory performance. Implications for school and interventions are discussed.
Collapse
Affiliation(s)
- Eva Michel
- University of Würzburg, Department of Psychology IV, Röntgenring 10, D-97070 Würzburg, Germany.
| | - Sabine Molitor
- University of Würzburg, Department of Psychology IV, Röntgenring 10, D-97070 Würzburg, Germany
| |
Collapse
|
5
|
Escolano-Pérez E, Sánchez-López CR, Herrero-Nivela ML. Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners. Front Psychol 2022; 13:848525. [PMID: 35273547 PMCID: PMC8904136 DOI: 10.3389/fpsyg.2022.848525] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Accepted: 01/31/2022] [Indexed: 11/16/2022] Open
Abstract
Fundamental motor skills (FMS) of children can be affected by different variables, such as executive functions (EF), gender and relative age. However, the effects of these variables on FMS have been scarce studied, especially in early childhood, and show inconsistent results. To clarify these relationships, this study was carried out. Its aim was to analyze whether EF, gender and relative age influenced FMS in 43 Spanish kindergarteners. A multimethod and mixed methods approach was used. Kindergarteners' teachers completed the Childhood Executive Functioning Inventory to know the children level of EF (working memory and inhibition control). Kindergarteners' parents complimented ad hoc questionnaire reporting the children gender and birth data (to know their relative age). A Nomothetic/Punctual/Multidimensional observational design was used to observe children FMS in their habitual motor sessions at school. Two-way ANOVAs were performed to know the independent and interactive effects of working memory level (lower/higher), inhibition control level (lower/higher), gender (boys/girls) and relative age (according to the birth semester in the year) on FMS. Results showed these variables have independent and interactive effects on some FMS, but not on others. FMS influenced by these variables vary depending what independent variable(s) is/are considered. Therefore, it can be concluded that the influences of teacher-rated EF, gender and relative age on observed FMS in kindergarteners are complex and specific. Results obtained must be taken into to design and implement instructional and intervention strategies, as well as educational and sport policy changes, especially in early childhood, when FMS are more malleable.
Collapse
Affiliation(s)
- Elena Escolano-Pérez
- Department of Psychology and Sociology, Faculty of Education, University of Zaragoza, Zaragoza, Spain
| | - Carmen R. Sánchez-López
- Department of Clinical Psychology, Psychobiology and Methodology, Faculty of Psychology and Speech Therapy, University of La Laguna, San Cristóbal de La Laguna, Spain
| | | |
Collapse
|
6
|
Silva C, Sousa-Gomes V, Fávero M, Oliveira S, Merendeiro CS, Oliveira J, Moreira D. Assessment of Preschool-age Executive Functions: A Systematic Review. Clin Psychol Psychother 2022; 29:1374-1391. [PMID: 35112430 DOI: 10.1002/cpp.2718] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2021] [Revised: 01/28/2022] [Accepted: 01/31/2022] [Indexed: 11/09/2022]
Abstract
Executive functions (EF) are higher-order cognitive processes present in the prefrontal cortex, and are fundamental in planning, executing, and monitoring goal-oriented behaviors. Evaluating EF in early stages of child development is essential for identifying any cognitive alterations in young children, given that it allows for early intervention and minimizes future complications. Additionally, it contributes to a better understanding of this construct in this age bracket, as well as its operational model. Study of EF has recently been the focus of multiple researcher; however, there is still a serious lack of instruments and measurements validated towards children's age bracket. This systematic review's main goal is to evaluate instruments and/or tasks that serve to evaluate and analyze EF and/or their components between the ages of 36 and 72 months. Forty-nine studies were analyzed, containing multiple tasks and tools oriented towards EF and their constituent components. Results indicate the existence of various tasks that grade the different components independently from one another; nevertheless, they also confirm the lack of any global measurement instrument or method. Therefore, this systematic review presents itself as an important contribution in the study of EF, not only stressing the importance of further investing into constructing and validating new and better tools for evaluating the construct, but also the study of operating models of executive functioning, especially in an age bracket where comprehending it is notoriously difficult.
Collapse
Affiliation(s)
- Cristina Silva
- University of Maia.,Institute of Psychology and Neuropsychology of Porto
| | - Valéria Sousa-Gomes
- University of Maia.,Institute of Psychology and Neuropsychology of Porto.,JusGov, University of Minho
| | | | - Susana Oliveira
- University of Maia.,Institute of Psychology and Neuropsychology of Porto
| | | | | | - Diana Moreira
- Institute of Psychology and Neuropsychology of Porto.,University of Porto.,University Fernando Pessoa.,Centro de Solidariedade de Braga/Projecto Homem
| |
Collapse
|
7
|
Kamphorst E, Cantell M, Van Der Veer G, Minnaert A, Houwen S. Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes. Front Psychol 2022; 12:759480. [PMID: 35027900 PMCID: PMC8751626 DOI: 10.3389/fpsyg.2021.759480] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Accepted: 11/01/2021] [Indexed: 11/24/2022] Open
Abstract
A promising approach for studying school readiness involves a person-centered approach, aimed at exploring how functioning in diverse developmental domains conjointly affects children’s school outcomes. Currently, however, a systematic understanding lacks of how motor skills, in conjunction with other school readiness skills, affect a child’s school outcomes. Additionally, little is known about longitudinal associations of school readiness with non-academic (e.g., socioemotional) school outcomes. Therefore, we examined the school readiness skills of a sample of Dutch children (N = 91) with a mean age of 3 years and 4 months (46% girls). We used a multi-informant test battery to assess children’s school readiness in terms of executive functions (EFs), language and emergent literacy, motor skills, and socioemotional behavior. During the spring term of a child’s first grade year, we collected academic and non-academic (i.e., EFs, motor skills, socioemotional- and classroom behavior, and creative thinking) school outcomes. A latent profile analysis revealed four distinct profiles. Children in the “Parent Positive” (29%) profile were rated positively by their parents, and performed variably on motor and language/emergent literacy skills tests. The second profile–“Multiple Strengths” (13%)–consisted of children showing strengths in multiple domains, especially with respect to motor skills. Children from the third profile–“Average Performers” (50%)–did not show any distinct strengths or weaknesses, rather displayed school readiness skill levels close to, or just below the sample mean. Finally, the “Parental Concern” (8%) profile was characterized by high levels of parental concerns, while displaying slightly above average performance on specific motor and language skills. Motor skills clearly distinguished between profiles, next to parent-rated EFs and socioemotional behavior, and to a lesser extent emergent literacy skills. School readiness profiles were found to differ in mean scores on first grade academic achievement, parent- and teacher-rated EFs, motor skills, parent-rated socioemotional functioning, and pre-requisite learning skills. The pattern of mean differences was complex, suggesting that profiles could not be ranked from low to high in terms of school outcomes. Longitudinal studies are needed to disentangle the interaction between emerging school readiness of the child and the surrounding context.
Collapse
Affiliation(s)
- Erica Kamphorst
- Faculty of Behavioural and Social Sciences, Inclusive and Special Needs Education Unit, University of Groningen, Groningen, Netherlands
| | - Marja Cantell
- Faculty of Behavioural and Social Sciences, Inclusive and Special Needs Education Unit, University of Groningen, Groningen, Netherlands
| | - Gerda Van Der Veer
- Faculty of Behavioural and Social Sciences, Inclusive and Special Needs Education Unit, University of Groningen, Groningen, Netherlands
| | - Alexander Minnaert
- Faculty of Behavioural and Social Sciences, Inclusive and Special Needs Education Unit, University of Groningen, Groningen, Netherlands
| | - Suzanne Houwen
- Faculty of Behavioural and Social Sciences, Inclusive and Special Needs Education Unit, University of Groningen, Groningen, Netherlands
| |
Collapse
|
8
|
The Relationships between Sibling Characteristics and Motor Performance in 3- to 5-Year-Old Typically Developing Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 19:ijerph19010356. [PMID: 35010616 PMCID: PMC8744780 DOI: 10.3390/ijerph19010356] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Revised: 12/21/2021] [Accepted: 12/27/2021] [Indexed: 11/25/2022]
Abstract
Siblings have been hypothesized to positively impact the motor performance of children by acting as examples and by providing a safe environment, but they may also negatively impact motor performance because they could compete for the parent’s time and care. Therefore, this study investigates the relationship between several sibling characteristics and motor performance in 3- to 5-year-old children. The sample consisted of 205 3- to 5-year-old children (mean age 50.9 ± 10.0 months, 52.2% boys). The Movement Assessment Battery for Children-2 was used to measure motor performance. The sibling variable was operationalized as the number of siblings present, the age difference between a child and its siblings, and the birth order position of a child. The confounding variables that were taken into account were the age, sex, and behavioral problems of the child and maternal education level. None of the investigated sibling variables were related to the total motor performance of a child after controlling for possible confounding variables. The absence of any associations between the sibling variables and motor performance might be explained by the characteristics of the study sample, the possibility that there is no linear relationship, or the presence of still unknown moderating or mediating factors.
Collapse
|
9
|
Veresov N, Veraksa A, Gavrilova M, Sukhikh V. Do Children Need Adult Support During Sociodramatic Play to Develop Executive Functions? Experimental Evidence. Front Psychol 2021; 12:779023. [PMID: 34938243 PMCID: PMC8685249 DOI: 10.3389/fpsyg.2021.779023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Accepted: 11/16/2021] [Indexed: 11/19/2022] Open
Abstract
The cultural-historical approach provides the deep theoretical grounds for the analysis of children’s play. Vygotsky suggested three critical features of play: switching to an imaginary situation, taking on a play role, and acting according to a set of rules defined by the role. Collaboration, finding ideas and materials for creating an imaginary situation, defining play roles, and planning the plot are complex tasks for children. However, the question is, do children need educator’s support during the play to develop their executive functions, and to what extent? This experimental study was aimed at answering this inquiry. The four modes of sociodramatic play were created which differed in the adult intervention, from non-involvement in the play to its entire organization. The play could be child-led (with adult help), adult-led, or free (without any adult intervention); and there was also a control group where the children heard the same stimulus stories as the other groups but then followed them up with a drawing activity instead of a play activity. The study revealed that, firstly, the ways of educator’s involvement in the play differed in their potential in respect to the development of executive functions, and, secondly, this influence was not equal for different components of executive functions. Free play in the experiment was not a beneficial condition for the development of any of the studied components of executive functions, compared to the conditions involving the participation of an adult in the play. Furthermore, the type of adult intervention stimulated the development of various executive functions. The entire organization of the play by the adult had a positive impact of their general development. In contrast, the adult’s assistance in the organization of the children’s play had a positive effect on the development of inhibitory control. The study results can be helpful when considering educational practices within a cultural-historical approach to engaging the potential of play in children’s learning and development around the world.
Collapse
Affiliation(s)
- Nikolai Veresov
- School of Education Culture & Society, Monash University, Melbourne, VIC, Australia
| | - Aleksander Veraksa
- Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia.,Laboratory of Psychology of Childhood and Digital Socialization, Psychological Institute of the Russian Academy of Education, Moscow, Russia
| | | | - Vera Sukhikh
- Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia
| |
Collapse
|
10
|
Collier ZK, Zhang H, Johnson B. Finite Mixture Modeling for Program Evaluation: Resampling and Pre-processing Approaches. EVALUATION REVIEW 2021; 45:309-333. [PMID: 34933593 DOI: 10.1177/0193841x211065619] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
BACKGROUND Finite mixture models cluster individuals into latent subgroups based on observed traits. However, inaccurate enumeration of clusters can have lasting implications on policy decisions and allocations of resources. Applied and methodological researchers accept no obvious best model fit statistic, and different measures could suggest different numbers of latent clusters. OBJECTIVES The purpose of this article is to evaluate and compare different cluster enumeration techniques. RESEARCH DESIGN Study I demonstrates how recently proposed resampling methods result in no precise number of clusters on which all fit statistics agree. We recommend the pre-processing method in Study II as an alternative. Both studies used nationally representative data on working memory, cognitive flexibility, and inhibitory control. CONCLUSIONS The data plus priors method shows promise to address inconsistencies among fit measures and help applied researchers using finite mixture models in the future.
Collapse
|
11
|
van der Veer G, Kamphorst E, Minnaert A, Cantell M, Kakebeeke TH, Houwen S. Assessing Motor Performance in Preschool Children: The Zurich Neuromotor Assessment-2 and the Movement Assessment Battery for Children-2. Percept Mot Skills 2021; 128:2014-2032. [PMID: 34130549 PMCID: PMC8414808 DOI: 10.1177/00315125211025246] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
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.
Collapse
Affiliation(s)
- Gerda van der Veer
- Inclusive and Special Needs Education Unit, Faculty of
Behavioural and Social Sciences, University of Groningen, Groningen, the
Netherlands
| | - Erica Kamphorst
- Inclusive and Special Needs Education Unit, Faculty of
Behavioural and Social Sciences, University of Groningen, Groningen, the
Netherlands
| | - Alexander Minnaert
- Inclusive and Special Needs Education Unit, Faculty of
Behavioural and Social Sciences, University of Groningen, Groningen, the
Netherlands
| | - Marja Cantell
- Inclusive and Special Needs Education Unit, Faculty of
Behavioural and Social Sciences, University of Groningen, Groningen, the
Netherlands
| | - Tanja H. Kakebeeke
- Child Development Center, University Children’s Hospital Zürich,
Zürich, Switzerland
| | - Suzanne Houwen
- Inclusive and Special Needs Education Unit, Faculty of
Behavioural and Social Sciences, University of Groningen, Groningen, the
Netherlands
| |
Collapse
|
12
|
Williams KE, Bentley LA. Latent Profiles of Teacher-Reported Self-Regulation and Assessed Executive Function in Low-Income Community Preschools: Relations With Motor, Social, and School Readiness Outcomes. Front Psychol 2021; 12:708514. [PMID: 34646197 PMCID: PMC8503553 DOI: 10.3389/fpsyg.2021.708514] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 08/13/2021] [Indexed: 11/17/2022] Open
Abstract
This study contributes to understandings of early childhood self-regulation and executive function, and their components, through taking a person-centered approach to investigating how these skills cluster together in children aged 4-5years. A sample of children (N=206) from preschools in low socioeconomic communities were assessed through teacher report of self-regulation and three executive function tasks at the commencement of the preschool year. Outcome variables included teacher report of social skills and behavioral problems, and children's school readiness and visual motor integration skills were directly assessed. When the scores from this low-income sample were compared to available norms, over 70% of children scored below the 50th percentile in executive function measures, approximately 20% were below average in self-regulation skills, 48% were delayed in school readiness scores, 36% had above average levels of internalizing problems, and 25% were above average in externalizing problems. A series of four latent profile models each used different measurement approaches and combinations of self-regulation and executive function components. In three of the four models (two which combined self-regulation and executive function measures and one with teacher report of self-regulation only), a high skill and low skill profile were found with 31 to 42% of children in the low profile depending on the model. Children were very similarly classified across all three models. When three executive function scores were modeled alone, a more complex three-profile solution emerged (low, moderate, and high) with 52% in the low profile. Children identified in the low profiles across all models were at greater risk of poorer school readiness, visual motor integration and social skills, and increased behavioral problems. Taken together, the findings suggest that self-regulation and executive function skills tend to cluster together at this age and in this low-income sample. Composite scores of teacher report of self-regulation are somewhat sufficient in identifying children who also have poorer executive function skills and are at risk of poorer motor, social, and school readiness outcomes. These children are an important target group for additional supports prior to school entry.
Collapse
Affiliation(s)
- Kate E. Williams
- School of Early Childhood and Inclusive Education, Centre for Child and Family Studies, Queensland University of Technology, Brisbane, QLD, Australia
| | | |
Collapse
|
13
|
McCormick SA, Chary M, Deater‐Deckard K. Associations between child theory of mind, mutuality in father‐preschooler dyads, and household chaos. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12529] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Sarah A. McCormick
- Department of Psychological and Brain Sciences University of Massachusetts Amherst Massachusetts USA
| | - Mamatha Chary
- Department of Psychological and Brain Sciences University of Massachusetts Amherst Massachusetts USA
| | - Kirby Deater‐Deckard
- Department of Psychological and Brain Sciences University of Massachusetts Amherst Massachusetts USA
| |
Collapse
|
14
|
Corkin MT, Peterson ER, Henderson AM, Waldie KE, Reese E, Morton SM. Preschool screen media exposure, executive functions and symptoms of inattention/hyperactivity. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2020.101237] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
15
|
Houwen S, Kamphorst E, van der Veer G, Cantell M. The degree of stability in motor performance in preschool children and its association with child-related variables. Hum Mov Sci 2021; 75:102722. [PMID: 33412454 DOI: 10.1016/j.humov.2020.102722] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2019] [Revised: 08/23/2020] [Accepted: 11/21/2020] [Indexed: 11/30/2022]
Abstract
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 3 years and 11 months (SD = 7 months) 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.
Collapse
Affiliation(s)
- Suzanne Houwen
- Inclusive and Special Needs Education Unit, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, the Netherlands.
| | - Erica Kamphorst
- Inclusive and Special Needs Education Unit, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, the Netherlands.
| | - Gerda van der Veer
- Inclusive and Special Needs Education Unit, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, the Netherlands.
| | - Marja Cantell
- Inclusive and Special Needs Education Unit, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, the Netherlands.
| |
Collapse
|
16
|
Van Der Veer G, Kamphorst E, Cantell M, Minnaert A, Houwen S. Task-Specific and Latent Relationships Between Motor Skills and Executive Functions in Preschool Children. Front Psychol 2020; 11:2208. [PMID: 33041890 PMCID: PMC7530178 DOI: 10.3389/fpsyg.2020.02208] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Accepted: 08/06/2020] [Indexed: 11/25/2022] Open
Abstract
There has been an increasing interest in the relationship between motor skills and executive functions (EFs) in young children over the years. However, no clear picture on the relationship between both domains has emerged from these studies. We have extended previous findings by conducting a comprehensive examination of task-specific and latent relationships between a range of motor skills and EFs in preschool children. The sample consisted of 198 3- to 5-year-old children (102 boys; 51.5%). Motor skills were assessed using the Movement Assessment Battery for Children Second Edition. EFs were assessed with the performance-based tasks ‘Day/Night,’ ‘Hand Tapping,’ ‘Forward Corsi Block,’ ‘Forward Digit Recall,’ and ‘Conflict Task,’ and a rating-based EF measure (i.e., the Behavior Rating Inventory of Executive Functioning - Preschool version). Task-specific relationships were examined using zero-order Pearson correlations. Latent factors of motor skills and EFs were examined using confirmatory factor analysis and exploratory structural equation modeling. Structural equation modeling (SEM) was used to examine latent relationships. The results of the Pearson correlation analyses showed statistically significant albeit weak correlations between specific motor and EF items (r = 0.15 to r = 0.23). SEM showed non-significant weak relationships between a general motor factor (as a unitary latent construct) on the one hand, and performance-based EFs and rating-based EFs (as latent EF components) on the other hand. In conclusion, this study suggested only weak relationships between motor skills and EFs in preschool children with no clear differences between their task-specific and latent relationships.
Collapse
Affiliation(s)
- Gerda Van Der Veer
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
| | - Erica Kamphorst
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
| | - Marja Cantell
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
| | - Alexander Minnaert
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
| | - Suzanne Houwen
- Department of Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
| |
Collapse
|
17
|
Helm AF, McCormick SA, Deater-Deckard K, Smith CL, Calkins SD, Bell MA. Parenting and Children's Executive Function Stability Across the Transition to School. INFANT AND CHILD DEVELOPMENT 2019; 29. [PMID: 32617081 DOI: 10.1002/icd.2171] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
When children transition to school between the ages of 4 and 6 years, they must learn to control their attention and behavior to be successful. Concurrently, executive function (EF) is an important skill undergoing significant development in childhood. To understand changes occurring during this period, we examined the role of parenting in the development of children's EF from 4 to 6 years old. Participants were mother and child dyads (N = 151). Children completed cognitive tasks to assess overall EF at age 4 and age 6. At both time points, mothers and children completed interaction tasks which were videotaped and coded to assess various parenting dimensions. Results indicated that children with high EF at age 4 were more likely to have high EF at age 6. In addition, results suggested that higher levels of positive parenting across the transition to school promote stability of individual differences in EF.
Collapse
|