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Zanetti MA, Sangiuliano Intra F, Taverna L, Brighi A, Marinoni C. The Influence of Gifted Children's Stress Management on Parental Stress Levels. CHILDREN (BASEL, SWITZERLAND) 2024; 11:538. [PMID: 38790533 PMCID: PMC11119993 DOI: 10.3390/children11050538] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2024] [Revised: 04/18/2024] [Accepted: 04/24/2024] [Indexed: 05/26/2024]
Abstract
This study explores the associations between gifted children's stress management and parental stress level. A sample of 78 primary school children and their 76 parents took part in this study. Children were screened for intelligence and emotional quotients, while parents were tested for stress levels. Results show that the more children are aware of their stress-management skills, the less parents are stressed out. Moreover, the intelligence quotient is not significant in mediating this association, supporting the idea that it is not an a priori protective factor from a developmental perspective. The study findings suggest that when a child is equipped with the skills to handle stress by harnessing their emotional intelligence, it can have a beneficial effect on the entire family's well-being. Given that these skills can be developed, and the significant positive influence they have on a child's growth and adaptation, it is essential to offer specialized educational programs to gifted children. These programs should aim to enhance their emotional skills, which, in turn, can indirectly bolster the psychological health of the family unit as a whole.
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Affiliation(s)
- Maria Assunta Zanetti
- Department of Brain and Behavioral Sciences, University of Pavia, 27100 Pavia, Italy; (M.A.Z.); (C.M.)
| | | | - Livia Taverna
- Faculty of Education, Free University of Bolzano-Bozen, 39042 Bressanone-Brixen, Italy; (L.T.); (A.B.)
| | - Antonella Brighi
- Faculty of Education, Free University of Bolzano-Bozen, 39042 Bressanone-Brixen, Italy; (L.T.); (A.B.)
| | - Carlo Marinoni
- Department of Brain and Behavioral Sciences, University of Pavia, 27100 Pavia, Italy; (M.A.Z.); (C.M.)
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Flores P, Coelho E, Mourão-Carvalhal I, Forte P. Relationships between Math Skills, Motor Skills, Physical Activity, and Obesity in Typically Developing Preschool Children. Behav Sci (Basel) 2023; 13:1000. [PMID: 38131856 PMCID: PMC10740894 DOI: 10.3390/bs13121000] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Revised: 12/01/2023] [Accepted: 12/05/2023] [Indexed: 12/23/2023] Open
Abstract
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.
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Affiliation(s)
- Pedro Flores
- CI-ISCE, Higher Institute of Education and Sciences of the Douro, 4560-708 Penafiel, Portugal;
| | - Eduarda Coelho
- Department of Sports, University of Trás-os-Montes and Alto Douro, 5000-801 Vila Real, Portugal
- Research Center in Sports, Health and Human Development, 6201-001 Covilhã, Portugal
| | - Isabel Mourão-Carvalhal
- Department of Sports, University of Trás-os-Montes and Alto Douro, 5000-801 Vila Real, Portugal
- Research Center in Sports, Health and Human Development, 6201-001 Covilhã, Portugal
| | - Pedro Forte
- CI-ISCE, Higher Institute of Education and Sciences of the Douro, 4560-708 Penafiel, Portugal;
- Research Center in Sports, Health and Human Development, 6201-001 Covilhã, Portugal
- Department of Sports, Instituto Politécnico de Bragança, 5300-252 Bragança, Portugal
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3
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Verstraete J, Amien R. The reliability and validity of the isixhosa version of the euroqol toddler and infant populations (EQ-TIPS) health related quality of life instrument. Afr Health Sci 2023; 23:598-610. [PMID: 38974257 PMCID: PMC11225485 DOI: 10.4314/ahs.v23i4.63] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/09/2024] Open
Abstract
Background Considering the high burden of disease in young children measurement of Health-Related Quality of Life is needed to evaluate the burden of morbidity. This study aims to report on the validity and reliability of the isiXhosa EuroQol Toddler and Infant Populations (EQ-TIPS) measure for South Africa. Methods A sample of 181 caregivers of children 0-36 months were recruited from a hospital in-patient (inpt) and outpatient (outpt) facility and crèches. The EQ-TIPS, Ages and Stages Questionnaire (ASQ), Faces, Leg, Activity, Cry, Consolability (FLACC) and dietary information were administered at baseline. EQ-TIPS was administered one week later in crèche children for test-retest reliability. Results Known groups showed significant differences for pain (X2=37.21, p<0.001), and EQ-TIPS level sum score (KWH=25.9, p<0.001) between health groups. The Visual Analogue Scale was unable to discriminate general health between groups (KW-H=3.92, p=0.141). Concurrent validity was weak to moderate and significant for all dimensions hypothesised to correlate. There was significant fair to moderate test-retest reliability for EQ-TIPS dimensions of movement, play, pain and eating. Conclusion The isiXhosa EQ-TIPS is valid and reliable for very young children in South Africa and we suggest that it be included in the assessment of children with health conditions within this context.
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Affiliation(s)
- Janine Verstraete
- Department of Child and Adolescent Health, Faculty of Health Sciences, University of Cape Town, Klipfontein Road, Rondebosch, Cape Town, South Africa
| | - Razia Amien
- Division of Physiotherapy, Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, Anzio Road Observatory, Cape Town South Africa
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Errisuriz VL, Parra-Medina D, Liang Y, Howard JT, Li S, Sosa E, Ullevig SL, Estrada-Coats VM, Yin Z. ¡Miranos! An 8-Month Comprehensive Preschool Obesity Prevention Program in Low-Income Latino Children: Effects on Children's Gross Motor Development. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6974. [PMID: 37947532 PMCID: PMC10647584 DOI: 10.3390/ijerph20216974] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Revised: 10/19/2023] [Accepted: 10/23/2023] [Indexed: 11/12/2023]
Abstract
Organized childcare is an ideal setting to promote gross motor development in young children from low-income minority families. A three-group clustered randomized controlled trial was conducted in Head Start centers serving low-income Latino children to evaluate the impact of an 8-month comprehensive obesity-prevention intervention on children's percentile scores for locomotive skills (LS pctl) and ball skills (BS pctl), and general motor quotient (GMQ). Trained Head Start staff delivered the center-based intervention (CBI) to modify center physical activity and nutrition policies, staff practices, and child behaviors, while the home-based intervention (HBI) offered training and support to parents for obesity prevention at home. Participants were 3-year-old children (n = 310; 87% Latino; 58% female) enrolled in Head Start centers in South Texas. Twelve centers were randomized (1:1:1 ratio) to receive CBI, CBI and HBI (CBI + HBI), or control treatment. Posttest data were collected from 79.1% of participants. All gross motor development measures improved significantly for children in CBI compared to the control, while children in CBI + HBI only showed improvement for GMQ (p = 0.09) and LS pctl (p < 0.001) compared to the control. A comprehensive and culturally competent intervention targeting childcare centers and children's homes was effective at improving children's gross motor development and reducing disparities in child development.
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Affiliation(s)
- Vanessa L. Errisuriz
- Department of Public Health, Santa Clara University, 500 El Camino Real, Santa Clara, CA 95053, USA;
| | - Deborah Parra-Medina
- Latino Research Institute, University of Texas at Austin, 210 W. 24th Street, Austin, TX 78712, USA
| | - Yuanyuan Liang
- Department of Epidemiology and Public Health, University of Maryland School of Medicine, 660 W. Redwood Street, Baltimore, MD 21201, USA;
| | - Jeffrey T. Howard
- Department of Public Health, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249, USA; (J.T.H.); (E.S.); (V.M.E.-C.); (Z.Y.)
| | - Shiyu Li
- School of Nursing, UT Health San Antonio, 7703 Floyd Curl Dr, San Antonio, TX 78229, USA;
| | - Erica Sosa
- Department of Public Health, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249, USA; (J.T.H.); (E.S.); (V.M.E.-C.); (Z.Y.)
| | - Sarah L. Ullevig
- Department of Nutrition and Dietetics, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249, USA;
| | - Vanessa M. Estrada-Coats
- Department of Public Health, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249, USA; (J.T.H.); (E.S.); (V.M.E.-C.); (Z.Y.)
| | - Zenong Yin
- Department of Public Health, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249, USA; (J.T.H.); (E.S.); (V.M.E.-C.); (Z.Y.)
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Sanchez C, Blanc N. Abstract Graphic Creativity, Feelings about School, and Engagement in the School Environment: What Are the Interindividual Differences between Gifted and Non-Gifted Children? J Intell 2022; 11:jintelligence11010002. [PMID: 36662132 PMCID: PMC9867162 DOI: 10.3390/jintelligence11010002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Revised: 12/16/2022] [Accepted: 12/20/2022] [Indexed: 12/25/2022] Open
Abstract
This study examines interindividual differences between gifted and non-gifted children in the school environment. Three distinct measurement tools were used to enable a multimodal approach of gifted and non-gifted children with abstract graphic creativity, feelings about school and engagement in the school environment being considered. The results obtained from 328 children (including 45 gifted children) revealed that the gifted children obtained scores significantly higher than non-gifted children in terms of self-determination, feelings about school, and creativity. In addition, a gap appears among gifted children between their significantly higher scores for motivation and intellectual skills versus standard scores for their socio-affective development. Such results are consistent with the idea of asynchronous development, which is characteristic of gifted children (cognitive and conative vs. socio-affective sphere), offering perspectives for more adapted support for these pupils in elementary school.
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Samanta S, Francis YM, Balaji K, Raghunath G, Sundar Doss S, Krishnan M, Babu S. Linking body mass index and intelligence among Indian medical students. Bioinformation 2022; 18:816-819. [PMID: 37426508 PMCID: PMC10326334 DOI: 10.6026/97320630018816] [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: 08/02/2022] [Revised: 09/30/2022] [Accepted: 09/30/2022] [Indexed: 08/09/2023] Open
Abstract
The intelligence quotient (IQ) is a dependable measurement for intellectual functioning that reflects computable cognitive abilities. According to earlier cross-sectional studies designs, developing higher BMI related to decreased IQ in adolescents population. Therefore, it is of interest to determine the correlation between IQ and BMI. The Wechsler Intelligence Scale-IV was used to assess intelligence. Body Mass Index (weight in kg/height in metre squares) was calculated using height and weight. A questionnaire was developed after the elaborated discussion and circulated among the students. The data was then analyzed using Microsoft Excel 2019. The correlation among intelligent quotient and BMI was found to be positive: r = 0.447, N = 300, p<0.05. Data shows that the IQ score is moderately associated with BMI. However, the other factors such as, parental IQ, nutrition, and socioeconomic status is taken into account, this effect appears to differ.
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Affiliation(s)
- Siktha Samanta
- Department of Biochemistry, Saveetha Medical College, Saveetha institute of medical and technical sciences, Thandalam, Chennai - 602 105, India
| | - Yuvaraj Maria Francis
- Department of Anatomy, Saveetha Medical College, Saveetha institute of medical and technical sciences, Thandalam, Chennai- 602 105, India
| | - K Balaji
- Department of Anatomy, Saveetha Medical College, Saveetha institute of medical and technical sciences, Thandalam, Chennai- 602 105, India
| | - Gunapriya Raghunath
- Department of Anatomy, Saveetha Medical College, Saveetha institute of medical and technical sciences, Thandalam, Chennai- 602 105, India
| | - Samuel Sundar Doss
- Department of Physiology, Saveetha Medical College, Saveetha institute of medical and technical sciences, Thandalam, Chennai - 602 105, India
| | - Madhan Krishnan
- Faculty of Allied Health Sciences, Chettinad Hospital and Research Institute, Chettinad Academy of Research and Education, chengalpattu - 603103 India
| | - Shyamaladevi Babu
- Faculty of Allied Health Sciences, Chettinad Hospital and Research Institute, Chettinad Academy of Research and Education, chengalpattu - 603103 India
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Gandotra A, Kotyuk E, Bizonics R, Khan I, Petánszki M, Cserjesi R, Kiss L, Paulina L. An exploratory study of the relationship between motor skills and indicators of cognitive and socio-emotional development in preschoolers. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1080/17405629.2022.2028617] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Affiliation(s)
- Aditi Gandotra
- Doctoral School of Psychology, ELTE Eotvos Lorand University, Budapest, Hungary
- MTA ELTE Lendület Adaptation Research Group, Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Eszter Kotyuk
- MTA ELTE Lendület Adaptation Research Group, Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Róbert Bizonics
- Doctoral School of Psychology, ELTE Eotvos Lorand University, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Imran Khan
- NIMHANS, National Institute of Mental Health and Neurosciences, Bangalore, India
| | - Minka Petánszki
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Renata Cserjesi
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Lilian Kiss
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Laurp Paulina
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
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8
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Koepp AE, Gershoff ET. Amount and type of physical activity as predictors of growth in executive functions, attentional control, and social self-control across 4 years of elementary school. Dev Sci 2022; 25:e13147. [PMID: 34240519 PMCID: PMC8639632 DOI: 10.1111/desc.13147] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2020] [Revised: 04/26/2021] [Accepted: 06/04/2021] [Indexed: 01/03/2023]
Abstract
This paper used a nationally representative sample of children from the United States to examine the extent to which physical activity and sports participation may promote growth in children's executive functions (EFs), attention, and social self-control over time. Using data from the ECLS-K:2011 (N = 18,174), findings indicated that regular physical activity predicted growth in EFs and attention from 3rd to 4th grade (βs = 0.03-0.05) but not from kindergarten to 1st grade. After controlling for the frequency of physical activity, participation in group sports predicted increases in EFs, attention, and social self-control during both periods (βs = 0.02-0.04). Though modest in size, the findings suggest that encouraging children to engage in more frequent and more team-based activity will benefit the development of their EFs and related skills, and especially so for children in middle childhood.
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Affiliation(s)
- Andrew E Koepp
- Human Development and Family Sciences, The University of Texas, Austin, Texas, USA
| | - Elizabeth T Gershoff
- Human Development and Family Sciences, The University of Texas, Austin, Texas, USA
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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.
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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
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van Hoorn CE, ten Kate CA, Rietman AB, Toussaint-Duyster LCC, Stolker RJ, Wijnen RMH, de Graaff JC. Long-term neurodevelopment in children born with esophageal atresia: a systematic review. Dis Esophagus 2021; 34:6347567. [PMID: 34378009 PMCID: PMC8597907 DOI: 10.1093/dote/doab054] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Revised: 04/29/2021] [Accepted: 06/27/2021] [Indexed: 12/11/2022]
Abstract
BACKGROUND Although the survival rate of esophageal atresia (EA) has increased to over 90%, the risk of functional long-term neurodevelopmental deficits is uncertain. Studies on long-term outcomes of children with EA show conflicting results. Therefore, we provide an overview of the current knowledge on the long-term neurodevelopmental outcome of children with EA. METHODS We performed a structured literature search in Embase, Medline Ovid, Web of Science, Cochrane CENTRAL, and Google scholar on November 8, 2020 with the keywords 'esophageal atresia', 'long-term outcome', 'motor development', 'cognitive development', and 'neurodevelopment'. RESULTS The initial search identified 945 studies, of which 15 were included. Five of these published outcomes of multiple tests or tested at multiple ages. Regarding infants, one of six studies found impaired neurodevelopment at 1 year of age. Regarding preschoolers, two of five studies found impaired neurodevelopment; the one study assessing cognitive development found normal cognitive outcome. Both studies on motor function reported impairment. Regarding school-agers, the one study on neurodevelopmental outcome reported impairment. Cognitive impairment was found in two out of four studies, and motor function was impaired in both studies studying motor function. CONCLUSIONS Long-term neurodevelopment of children born with EA has been assessed with various instruments, with contrasting results. Impairments were mostly found in motor function, but also in cognitive performance. Generally, the long-term outcome of these children is reason for concern. Structured, multidisciplinary long-term follow-up programs for children born with EA would allow to timely detect neurodevelopmental impairments and to intervene, if necessary.
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Affiliation(s)
- Camille E van Hoorn
- Address correspondence to: Camille E. van Hoorn, Erasmus Medical Centre-Sophia Children’s Hospital, Department of Anaesthesiology, Department of Paediatric Surgery, PO Box: 2060, 3000 CB Rotterdam, The Netherlands. Tel: +31 636400488;
| | - Chantal A ten Kate
- Department of Paediatric Surgery, Erasmus MC-Sophia Children’s Hospital University Medical Centre, Rotterdam, The Netherlands
| | - Andre B Rietman
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC-Sophia Children’s Hospital University Medical Centre, Rotterdam, The Netherlands, and
| | - Leontien C C Toussaint-Duyster
- Department of Orthopaedics, Section of Physical Therapy, Erasmus MC-Sophia Children’s Hospital University Medical Centre, Rotterdam, The Netherlands
| | - Robert Jan Stolker
- Department of Anaesthesiology, Erasmus MC-Sophia Children’s Hospital University Medical Centre, Rotterdam, The Netherlands
| | - Rene M H Wijnen
- Department of Paediatric Surgery, Erasmus MC-Sophia Children’s Hospital University Medical Centre, Rotterdam, The Netherlands
| | - Jurgen C de Graaff
- Department of Anaesthesiology, Erasmus MC-Sophia Children’s Hospital University Medical Centre, Rotterdam, The Netherlands
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11
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A meta-analytic review of emotional intelligence in gifted individuals: A multilevel analysis. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2020.110503] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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12
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Verstraete J, Ramma L, Jelsma J. Validity and reliability testing of the Toddler and Infant (TANDI) Health Related Quality of Life instrument for very young children. J Patient Rep Outcomes 2020; 4:94. [PMID: 33165662 PMCID: PMC7652950 DOI: 10.1186/s41687-020-00251-4] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Accepted: 10/06/2020] [Indexed: 01/14/2023] Open
Abstract
BACKGROUND Despite the high burden of disease in younger children there are few tools specifically designed to estimate Health Related Quality of Life (HRQoL) in children younger than 3 years of age. A previous paper described the process of identifying a pool of items which might be suitable for measuring HRQoL of children aged 0-3 years. The current paper describes how the items were pruned and the final draft of the measure, Toddler and Infant (TANDI) Health Related Quality of Life, was tested for validity and reliability. METHODS A sample of 187 caregivers of children 1-36 months of age were recruited which included children who were either acutely ill (AI), chronically ill (CI) or from the general school going population (GP). The TANDI, an experimental version of the EQ-5D-Y proxy, included six dimensions with three levels of report and general health measured on a Visual Analogue Scale (VAS) from 0 to 100. The content validity had been established during the development of the instrument. The TANDI, Ages and Stages Questionnaire (ASQ), Faces, Leg, Activity, Cry, Consolabilty (FLACC) or Neonatal Infant Pain Scale (NIPS) and a self-designed dietary information questionnaire were administered at baseline. The TANDI was administered 1 week later in GP children to establish test-retest reliability. The distribution of dimension scores, Cronbach's alpha, rotated varimax factor analysis, Spearman's Rho Correlation, the intraclass correlation coefficient, Pearson's correlation, analysis of variance and regression analysis were used to explore the reliability, and validity of the TANDI. RESULTS Concurrent validity of the different dimensions was tested between the TANDI and other instruments. The Spearman's Rho coefficients were significant and moderate to strong for dimensions of activity and participation and significant and weak for items of body functions. Known groups were compared and children with acute illness had the lowest ranked VAS (median 60, range 0-100), indicating worse HRQoL. The six dimensions of the TANDI were tested for internal consistency and reliability and the Cronbach's α as 0.83. Test-retest results showed no variance for dimension scores of movement and play, and high agreement for pain (83%), relationships (87%), communication (83%) and eating (74%). The scores were highly correlated for the VAS (ICC = 0.76; p < 0.001). CONCLUSION The TANDI was found to be valid and reliable for use with children aged 1-36 months in South Africa. It is recommended that the TANDI be included in future research to further investigate HRQoL and the impact of interventions in this vulnerable age group. It is further recommended that future testing be done to assess the feasibility, clinical utility, and cross-cultural validity of the measure and to include international input in further development.
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Affiliation(s)
- Janine Verstraete
- Division of Medicine, Department of Paediatrics and Child Health, Klipfontein Road, Rondebosch, Cape Town, 7700 South Africa
- Division of Physiotherapy, Faculty of Health and Rehabilitation Sciences, Cape Town, South Africa
| | - Lebogang Ramma
- Division of Communication Sciences and Disorders, Faculty of Health and Rehabilitation Sciences, Cape Town, South Africa
| | - Jennifer Jelsma
- Division of Physiotherapy, Faculty of Health and Rehabilitation Sciences, Cape Town, South Africa
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Bodoni PSB, Leoni RF, do Vale AB, da Silva PHR, Meira Junior SG, Richieri Costa A, Tabaquim MDLM. [Formula: see text] Neuropsychological functioning and its relationship with brain anatomical measures of children and adolescents with non-syndromic cleft lip and palate. Child Neuropsychol 2020; 27:2-16. [PMID: 32546116 DOI: 10.1080/09297049.2020.1776240] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
BACKGROUND Children and adolescents with non-syndromic cleft lip and palate (NSCLP) show cognitive performance below expected. This difficulty can be associated with alterations in the cortical thickness and volume of brain regions. The aim of this study was to investigate anatomical brain characteristics and their relationship with the neuropsychological scores of children and adolescents with NSCLP. Methods: Twenty-four children and adolescents with ages from 10 to 16 years and 11 months (12 with a diagnosis of NSCLP; 12 with typical development) were enrolled. Neuropsychological tests were administered and high-resolution, structural magnetic resonance imaging (MRI) was performed in a 1.5 T scanner. Results: Compared to the control group, NSCLP individuals showed intellectual (p = 0.006) and cognitive (p = 0.003) impairment, as well as deficits in subdomains of executive functions (sustained attention, working memory, and cognitive planning). The morphological analysis showed reduced volumes and cortical thickness in temporal, parietal, and frontal regions, in both hemispheres, of the NSCLP group. Significant, strong associations of structural alterations and cognitive performance were observed. Conclusions: Our study provided strong evidence of the relationship between brain development in children and adolescents with NSCLP, and their neuropsychological profile. This relationship is characterized by a malfunction of associative areas of the brain, such as parieto-temporo-occipital, frontoparietal, and prefrontal regions.
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Affiliation(s)
| | | | | | | | | | | | - Maria De Lourdes Merighi Tabaquim
- Craniofacial Anomaly Rehabilitation Hospital, University of São Paulo , Bauru, Brazil.,Department of Speech Therapy, FOB, University of São Paulo , Bauru, Brazil
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Zysset AE, Kakebeeke TH, Messerli‐Bürgy N, Meyer AH, Stülb K, Leeger‐Aschmann CS, Schmutz EA, Arhab A, Puder JJ, Kriemler S, Munsch S, Jenni OG. Stability and prediction of motor performance and cognitive functioning in preschoolers: A latent variable approach. INFANT AND CHILD DEVELOPMENT 2020. [DOI: 10.1002/icd.2186] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Annina E. Zysset
- Child Development Centre University Children's Hospital Zurich Zurich Switzerland
| | - Tanja H. Kakebeeke
- Child Development Centre University Children's Hospital Zurich Zurich Switzerland
- Children's Research Center University Children's Hospital Zurich Zurich Switzerland
| | - Nadine Messerli‐Bürgy
- Department of Clinical Psychology and Psychotherapy University of Fribourg Fribourg Switzerland
- Obstetric Service Lausanne University Hospital Lausanne Switzerland
| | - Andrea H. Meyer
- Department of Psychology University of Basel Basel Switzerland
| | - Kerstin Stülb
- Department of Clinical Psychology and Psychotherapy University of Fribourg Fribourg Switzerland
| | | | - Einat A. Schmutz
- Epidemiology, Biostatistics and Prevention Institute University of Zurich Zurich Switzerland
| | - Amar Arhab
- Obstetric Service Lausanne University Hospital Lausanne Switzerland
| | - Jardena J. Puder
- Obstetric Service Lausanne University Hospital Lausanne Switzerland
| | - Susi Kriemler
- Epidemiology, Biostatistics and Prevention Institute University of Zurich Zurich Switzerland
| | - Simone Munsch
- Department of Clinical Psychology and Psychotherapy University of Fribourg Fribourg Switzerland
| | - Oskar G. Jenni
- Child Development Centre University Children's Hospital Zurich Zurich Switzerland
- Children's Research Center University Children's Hospital Zurich Zurich Switzerland
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Escolano-Pérez E, Herrero-Nivela ML, Losada JL. Association Between Preschoolers' Specific Fine (But Not Gross) Motor Skills and Later Academic Competencies: Educational Implications. Front Psychol 2020; 11:1044. [PMID: 32581931 PMCID: PMC7289974 DOI: 10.3389/fpsyg.2020.01044] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2020] [Accepted: 04/27/2020] [Indexed: 01/21/2023] Open
Abstract
Motor development is an inseparable component of cognitive development. So, to develop the mind, it is necessary to work the body. Therefore, Early Childhood Education curricula and the scientific literature emphasize the need to promote the development of motor skills during the 1st years of life. These skills are necessary for learning and subsequent academic performance. However, studies frequently offer only a partial view of these relationships. Few works have analyzed the specific relationships between different components of preschool gross and fine motor skills and subsequent performance on different academic competencies. Further, they present discrepant results. The aim of this study was to determinate which specific components of gross and fine motor skills assessed in Spanish students during the final year of Early Childhood Education (5 to 6-year-olds) were associated with different academic competencies assessed in the following academic year, when the students were in their 1st year of Primary Education. The final sample consisted of 38 Spanish students, aged 5. A mixed methods approach was used. It consisted of systematic observation to assess specific components of gross and fine motor skills when children were in the Early Childhood Education period, and selective methodology to evaluate their academic competencies (specifically in literacy and mathematics and overall), 1 year later, once in Primary Education. Multiple linear regression models were constructed using the computing language R to examine the association between motor skills and academic competencies. The results indicated that only the components of fine motor skills showed associations with academic competencies. The pattern of association varied when literacy and mathematics competencies were specifically and individually assessed and when overall academic competency was considered. The two assessed fine motor skills (Coordination and Integration) were associated with literacy competency (β = 0.344, p = 0.025; β = 0.349, p = 0.024, respectively) and overall academic competency (β = 0.267, p = 0.065; β = 0.493, p = 0.001, respectively). However, only Integration was associated with mathematics competency (β = 0.476, p = 0.002). The "Discussion" section focuses on the educational implications of these results and future research. It highlights the importance of early assessment of fine motor skills to identify students likely to present inadequate subsequent academic performance and the need to apply instruction and interventions tailored to the specific needs of each child.
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Affiliation(s)
| | | | - José Luis Losada
- Department of Social Psychology and Quantitative Psychology, University of Barcelona, Barcelona, Spain
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16
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Metaferia BK, Takacs ZK, Futo J. The Relationship Between Parental Play Beliefs, Preschoolers' Home Experience, and Executive Functions: An Exploratory Study in Ethiopia. Front Psychol 2020; 11:624. [PMID: 32373015 PMCID: PMC7185235 DOI: 10.3389/fpsyg.2020.00624] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2019] [Accepted: 03/16/2020] [Indexed: 11/20/2022] Open
Abstract
Although research has highlighted the importance of home experience and especially of play in early brain development, the value of this factor for executive function (EF) development has not received the attention it deserves. The purpose of the present study was to investigate the link between parental play beliefs and preschoolers' play frequency at home on the one hand and their EF skills on the other. Additionally, other types of home activities were also assessed. A total of 102 preschoolers (45 girls; mean age = 62.08 months; SD = 7.66 months; range, 50-74 months) with their parents (mean age = 35.21 years; SD = 6.96 years) representing low to middle socioeconomic status (SES) families in Ethiopia participated in the study. Results revealed that children's home activities (frequency of breakfast at home, spending mealtime together with family, participation in peer play, participation in pretend play, and participation in arts and crafts) and parental play support were significantly positively correlated with their performance on EF tasks. Hierarchical regression analyses controlling for age and SES showed that parental play support and frequency of breakfast at home were medium-sized predictors (β = 0.36, p < 0.001 and β = 0.31, p = 0.001, respectively) explaining a significant level of variance in inhibitory control, while participation in arts and crafts at home was a significant predictor (β = 0.22, p = 0.03) of children's performance on a visual-spatial working memory (VSWM) task. In conclusion, parental play support and preschoolers' home activities are important factors linked with EF development in early childhood.
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Affiliation(s)
- Biruk K. Metaferia
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Zsofia K. Takacs
- Institute of Education, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Judit Futo
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
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Andersen PN, Klausen ME, Skogli EW. Art of Learning - An Art-Based Intervention Aimed at Improving Children's Executive Functions. Front Psychol 2019; 10:1769. [PMID: 31417476 PMCID: PMC6685039 DOI: 10.3389/fpsyg.2019.01769] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2019] [Accepted: 07/15/2019] [Indexed: 11/13/2022] Open
Abstract
Executive functions (EFs) can be conceptualized as a mean of behavioral self-regulation, and difficulties with EFs may adversely affect school success, social function, and cognitive and psychological development. Research about EFs and how they are affected by various educational and psychosocial factors is sparse. EFs are of great importance to understand how children can handle the challenges that they meet at various stages of development. There has been an increased focus on programs aimed at improving EFs, either as a primary outcome, or as a supplemental result of a specific activity. In this randomized controlled study, 66 children (31 girls, mean age 7:1 years) were given an arts and culture rich intervention (Art of Learning) aimed at improving EFs. EFs were assessed with the Behavior Rating Inventory of Executive Functioning-teacher version (BRIEF-teacher form) before, immediately after, and 6 months after intervention. Outcome in the intervention group was compared to children from two schools serving as controls (n = 37, 18 girls, mean age 7:3 years). In addition, teachers from intervention schools were also interviewed both individually and in focus groups. The results reveal that both groups improved their EFs, as measured with BRIEF, over time on the global executive composite (GEC) score, the metacognition index, and on behavioral regulation index (BRI). However, the intervention group displayed a significantly greater improvement than the control group on GEC and BRI. The teacher interviews reveal positive effects for the children when it comes to several aspects: collaboration, conflict management, inclusion, vocabulary, and confidence. These factors are regarded as important for EFs development and academic outcome. The results support the notion of best training transfer effects for tasks addressing global executive functioning and specifically behavioral regulation skills (BRI).
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Affiliation(s)
- Per Normann Andersen
- Faculty of Social and Health Sciences, Inland Norway University of Applied Sciences, Lillehammer, Norway
| | - Marita Eggen Klausen
- Faculty of Education, Inland Norway University of Applied Sciences, Lillehammer, Norway
| | - Erik Winther Skogli
- Division of Mental Health Care, Child and Adolescent Psychiatric Clinic, Innlandet Hospital Trust, Lillehammer, Norway
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18
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Associations between gross motor skills and cognitive development in toddlers. Early Hum Dev 2019; 132:39-44. [PMID: 30965194 DOI: 10.1016/j.earlhumdev.2019.04.005] [Citation(s) in RCA: 44] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/12/2018] [Revised: 03/19/2019] [Accepted: 04/02/2019] [Indexed: 11/22/2022]
Abstract
BACKGROUND The early years of life are critical for motor and cognitive development. A better understanding is needed on the associations between the control and development of motor and cognitive tasks. AIM This study aimed to examine the association between gross motor skills and cognitive development in toddlers. STUDY DESIGN Cross-sectional study. SUBJECTS This study included 335 toddlers (aged 19.80 ± 4.08 months, 53.7% boys) from 30 childcare services in Australia. OUTCOME MEASURES Children were assessed on gross motor skills (Peabody Developmental Motor Scales 2nd Edition; PDMS-2) and cognitive development (Bayley Scales of Infant and Toddler development 3rd edition; Bayley-III). DATA ANALYSIS A one-way ANCOVA was conducted to assess associations between gross motor skills and cognitive development controlling for childcare center, sex, age, body mass index and socioeconomic status. RESULTS The average scores were 96.41 ± 9.84 for gross motor skills (range gross motor quotient 35-165) and 11.45 ± 3.03 for cognitive development (range standard score 1-19). There was a significant positive association between gross motor skills and cognition, F(2,260) = 12.245, p < 0.001. Both locomotion and object manipulation were significantly positively associated with cognition, F(2,266) = 14.607, p < 0.001 and F(2,265) = 9.039, p < 0.001 respectively. CONCLUSIONS Levels of gross motor skills are positively associated with cognitive development in this sample of Australian toddlers. Results reinforce the need for early commencement of gross motor skill promotion as this might be important for cognitive development in the early years.
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Cantell M, Houwen S, Schoemaker M. Age-related validity and reliability of the Dutch Little Developmental Coordination Disorder Questionnaire (LDCDQ-NL). RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 84:28-35. [PMID: 29477487 DOI: 10.1016/j.ridd.2018.02.010] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2017] [Revised: 01/29/2018] [Accepted: 02/12/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Early recognition of children at risk of Developmental Coordination Disorder (DCD) is important, but variability in motor development in preschool children affects the validity of instruments to reliably detect children at risk of DCD. AIMS To investigate the age-related validity and reliability of the Dutch version of the Little Developmental Coordination Disorder Questionnaire (LDCDQ-NL). METHODS AND PROCEDURES Two hundred and sixty 3- to 5-year old children were recruited in the Netherlands. Parents filled out the LDCDQ-NL and children were assessed with the Movement Assessment Battery for Children-2 Test (MABC-2 Test). Internal consistency of the LDCDQ-NL was determined by Cronbach's alpha. Construct validity was investigated using factor analysis. Concurrent validity was measured by calculating correlations between the LDCDQ-NL and MABC-2. Receiver Operating Characteristics (ROC) were calculated to assess discriminant validity. OUTCOMES AND RESULTS Internal consistency of the LDCDQ-NL was 0.91. Factor analysis resulted in three factors (Fine motor skills, Locomotor skills, Ball skills). Correlation between the LDCDQ-NL and MABC-2 Test increased with increasing age. With a sensitivity of 80%, specificity increased with age. CONCLUSIONS AND IMPLICATIONS The LDCDQ-NL is a reliable and valid screening instrument for 4- and 5-year old Dutch children; concurrent and discriminant validity are low for 3-year olds.
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Affiliation(s)
- Marja Cantell
- University of Groningen, Faculty of Behavioural and Social Sciences, Special Needs Education and Youth Care Unit, Grote Rozenstraat 38, 9712 TJ, Groningen, The Netherlands.
| | - Suzanne Houwen
- University of Groningen, Faculty of Behavioural and Social Sciences, Special Needs Education and Youth Care Unit, Grote Rozenstraat 38, 9712 TJ, Groningen, The Netherlands.
| | - Marina Schoemaker
- University of Groningen, University Medical Centre Groningen, Centre for Human Movement Sciences, Huispostnummer 23, PO Box 196, 9700 AD, Groningen, The Netherlands.
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20
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Bremer E, Cairney J. The Interrelationship Between Motor Coordination and Adaptive Behavior in Children With Autism Spectrum Disorder. Front Psychol 2018; 9:2350. [PMID: 30538659 PMCID: PMC6277471 DOI: 10.3389/fpsyg.2018.02350] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2018] [Accepted: 11/09/2018] [Indexed: 11/14/2022] Open
Abstract
Objective: Children with autism spectrum disorder (ASD) experience significant challenges with their motor coordination. It is not, however, well understood how motor coordination may impact the behavioral functioning of children with ASD. Therefore the purpose of this study was to explore the relationships between motor coordination and adaptive behavior in 7-12-year-old children with ASD. Methods: Motor coordination was assessed using the Movement Assessment Battery for Children, 2nd Edition (MABC-2) and adaptive behavior was assessed by parental report using the Vineland Adaptive Behavior Scales, 2nd Edition (VABS-2) as part of a larger cross-sectional study. Descriptive characteristics were calculated for MABC-2 and VABS-2 scores and Spearman's rank order correlation analyses were used to examine the relationship between motor coordination and adaptive behavior. Results: On average, the participants (n = 26) exhibited significant challenges in regard to their motor coordination with all but two participants classified as having significant motor impairments by scoring at or below the 16th percentile on the MABC-2. Results from the correlation analyses indicated that manual dexterity was positively related to daily living skills (ρ = 0.58, p < 0.003), and overall motor coordination was positively related to daily living skills (ρ = 0.60, p < 0.003) and overall adaptive behavior (ρ = 0.57, p < 0.003). In all instances, better motor coordination was related to more adaptive behaviors. Conclusion: These results highlight the profound motor coordination challenges that children with ASD experience and also suggest that these challenges, particularly with manual dexterity, are related to the daily behavior of children with ASD. The interrelatedness of motor and adaptive behavior suggests the need to further explore the impact of motor-based interventions for this population, as well as conduct longitudinal studies to disentangle these relationships.
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Affiliation(s)
- Emily Bremer
- Department of Kinesiology, McMaster University, Hamilton, ON, Canada
- Department of Family Medicine, McMaster University, Hamilton, ON, Canada
| | - John Cairney
- Department of Family Medicine, McMaster University, Hamilton, ON, Canada
- Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, ON, Canada
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Grigg TM, Fox-Turnbull W, Culpan I. Retained primitive reflexes: Perceptions of parents who have used Rhythmic Movement Training with their children. J Child Health Care 2018. [PMID: 29529872 DOI: 10.1177/1367493518760736] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This article reports on a qualitative phenomenological research project that investigated the use of Rhythmic Movement Training (RMT) as an intervention for retained primitive reflexes. Participants were from seven families who each had a child between the ages of 7 years and 12 years. Through semi-structured interviews, parents described their reasons for seeking additional help with their child's development issues. They talked about finding RMT, using RMT within their family routine and their views on the costs and the benefits they experienced, both financial and time. While there has been a small amount of research into movement programmes targeting retained primitive reflexes, to date there appears to have been no studies completed on RMT. The data collected described searches for help, the stress and frustrations associated with the search and the range of interventions these parents tried. The families in this research found that RMT was easy to use within their daily routine and that it was a cost-effective, low-impact intervention. The families noticed a range of benefits for children who had completed the movements. The findings provide encouraging evidence to proceed with further study that will investigate the academic, social and emotional development of children using RMT.
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Affiliation(s)
- Tessa M Grigg
- 1 College of Education, Health and Human Development, University of Canterbury, Christchurch, New Zealand
| | | | - Ian Culpan
- 1 College of Education, Health and Human Development, University of Canterbury, Christchurch, New Zealand
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Hraste M, De Giorgio A, Jelaska PM, Padulo J, Granić I. When mathematics meets physical activity in the school-aged child: The effect of an integrated motor and cognitive approach to learning geometry. PLoS One 2018; 13:e0196024. [PMID: 30089116 PMCID: PMC6082508 DOI: 10.1371/journal.pone.0196024] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2018] [Accepted: 06/22/2018] [Indexed: 02/07/2023] Open
Abstract
Mathematics is a science which can lead to both anxiety in children and teaching difficulties in teachers. Together, these two difficulties can increase the time spent in teaching and learning mathematics. The aim of this study is to examine the efficiency of a new integrated mathematics/geometry and physical activity program, specifically structured for increasing learning in fourth-grade pupils. Thirty-six children (age 10.36±0.55) were divided into an experimental (n1 = 19) group and a control (n2 = 17) group. The experimental group of subjects learned mathematics and geometry via the integrated teaching method, while the control group of subjects learned these subjects via traditional teaching methods. We administered two ad hoc tests, before and after the intervention, in order to study its effect. One test was on geometry knowledge and the other on mathematics, in which there were questions about the implemented teaching topics: rectangles, squares and their perimeters. Using a factorial 2×2 ANOVA, the results after four weeks indicated that the group of subjects who gained their mathematics and geometry knowledge through our intervention program were significantly more successful (P<0.05) than the control group. Our results suggest that the integrated teaching method proposed here could be considered a useful and efficient method for teaching mathematics and geometry based on motor tasks.
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Affiliation(s)
- Mladen Hraste
- University of Split, Faculty of Science, Independent Department of Social and Human sciences, Split, Croatia
| | - Andrea De Giorgio
- eCampus University, Faculty of Psychology, Novedrate (CO), Italy
- University of Split, Faculty of Kinesiology, Split, Croatia
| | | | - Johnny Padulo
- eCampus University, Faculty of Psychology, Novedrate (CO), Italy
- University of Split, Faculty of Kinesiology, Split, Croatia
- Tunisian Research Laboratory “Sports Performance Optimization”, National Center of Medicine and Science in Sport, Tunis, Tunisia
- * E-mail:
| | - Ivan Granić
- University of Split, Faculty of Electrical Engineering, Mechanical Engineering and Naval Architecture, Department of General Courses, Split, Croatia
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Henry LA, Cassidy T, McLaughlin M, Pentieva K, McNulty H, Walsh CP, Lees-Murdock D. Folic Acid Supplementation throughout pregnancy: psychological developmental benefits for children. Acta Paediatr 2018; 107:1370-1378. [PMID: 29469926 DOI: 10.1111/apa.14290] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/14/2017] [Revised: 02/13/2018] [Accepted: 02/16/2018] [Indexed: 12/01/2022]
Abstract
AIM To test the effect of folic acid supplements taken throughout pregnancy on children's psychosocial development. METHOD A randomised controlled trial of folic acid supplementation in pregnancy, with parental rating using the Resiliency Attitudes and Skills Profile (RASP), the Strengths and Difficulties Questionnaire (SDQ) and the Trait Emotional Intelligence Questionnaire Child Short Form (TEIQue-CSF). Children aged 6-7 whose mothers received folic acid throughout pregnancy (n = 22) were compared to those whose mothers only received it during the first trimester (n = 17). RESULTS Children whose mothers received the full-term supplement scored significantly higher on emotional intelligence and resilience. Hierarchical multiple regression analysis identified folate level at 36th gestational week as an important predictor of emotional intelligence (EI) and resilience. CONCLUSION Although conclusions must be drawn with caution, this research presents a number of potential implications, the main one being a proposed policy recommendation for women to take folic acid for the duration of pregnancy rather than stopping at the end of the first trimester. The second is the potential for future research to explore the possible psychological and social development benefits and in line with this to try and identify the explanatory mechanism involved.
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Affiliation(s)
- Donna Coch
- Department of Education, Dartmouth College, Hanover, New Hampshire, USA
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25
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Kim H, Duran CAK, Cameron CE, Grissmer D. Developmental Relations Among Motor and Cognitive Processes and Mathematics Skills. Child Dev 2018; 89:476-494. [PMID: 28181219 PMCID: PMC5550379 DOI: 10.1111/cdev.12752] [Citation(s) in RCA: 34] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty-five 5-year-olds (kindergarteners) and one hundred nineteen 6-year-olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed.
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Jansen P, Lehmann J, Tafelmeier C. Motor and Visual-spatial Cognition Development in Primary School-Aged Children in Cameroon and Germany. The Journal of Genetic Psychology 2018; 179:30-39. [DOI: 10.1080/00221325.2017.1415201] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Petra Jansen
- Institute of Sport Science, University of Regensburg, Regensburg, Germany
| | - Jennifer Lehmann
- Institute of Sport Science, University of Regensburg, Regensburg, Germany
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The validity of parental reports on motor skills performance level in preschool children: a comparison with a standardized motor test. Eur J Pediatr 2018; 177:715-722. [PMID: 29427041 PMCID: PMC5899107 DOI: 10.1007/s00431-017-3078-6] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/07/2017] [Revised: 12/18/2017] [Accepted: 12/20/2017] [Indexed: 01/24/2023]
Abstract
UNLABELLED Motor skills are interrelated with essential domains of childhood such as cognitive and social development. Thus, the evaluation of motor skills and the identification of atypical or delayed motor development is crucial in pediatric practice (e.g., during well-child visits). Parental reports on motor skills may serve as possible indicators to decide whether further assessment of a child is necessary or not. We compared parental reports on fundamental motor skills performance level (e.g., hopping, throwing), based on questions frequently asked in pediatric practice, with a standardized motor test in 389 children (46.5% girls/53.5% boys, M age = 3.8 years, SD = 0.5, range 3.0-5.0 years) from the Swiss Preschoolers' Health Study (SPLASHY). Motor skills were examined using the Zurich Neuromotor Assessment 3-5 (ZNA3-5), and parents filled in an online questionnaire on fundamental motor skills performance level. The results showed that the answers from the parental report correlated only weakly with the objectively assessed motor skills (r = .225, p < .001). CONCLUSION Although a parental screening instrument for motor skills would be desirable, the parent's report used in this study was not a valid indicator for children's fundamental motor skills. Thus, we may recommend to objectively examine motor skills in clinical practice and not to exclusively rely on parental report. What is Known: • Early assessment of motor skills in preschool children is important because motor skills are essential for the engagement in social activities and the development of cognitive abilities. Atypical or delayed motor development can be an indicator for different developmental needs or disorders. • Pediatricians frequently ask parents about the motor competences of their child during well-child visits. What is New: • The parental report on fundamental motor skills performance level used in this study was not a reliable indicator for describing motor development in the preschool age. • Standardized examinations of motor skills are required to validly assess motor development in preschoolers.
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Houwen S, van der Veer G, Visser J, Cantell M. The relationship between motor performance and parent-rated executive functioning in 3- to 5-year-old children: What is the role of confounding variables? Hum Mov Sci 2017; 53:24-36. [PMID: 28153568 DOI: 10.1016/j.humov.2016.12.009] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2016] [Revised: 12/15/2016] [Accepted: 12/31/2016] [Indexed: 01/30/2023]
Abstract
It is generally agreed that motor performance and executive functioning (EF) are intertwined. As the literature on this issue concerning preschool children is scarce, we examined the relationship between motor performance and parent-rated EF in a sample of 3- to 5-year-old children with different levels of motor skill proficiency, while controlling for age, gender, socio-economic status (SES), and attention-deficit-hyperactivity disorder (ADHD) symptomatology. EF was reported by parents of 153 children (mean age 4years 1months, SD 8months; 75 male) by means of the Behaviour Rating Inventory of Executive Function-Preschool version (BRIEF-P). Parent-reported ADHD symptoms were assessed using the Hyperactivity-Inattention subscale of the Strengths and Difficulties Questionnaire3-4. In addition, the children performed the Movement Assessment Battery for Children-2 (MABC-2). Several weak to moderate relationships were found between the MABC-2 Total Score and the EF subscales. Once other variables such as age, gender, SES, and ADHD symptomatology were taken into account, the only BRIEF-P subscale that was associated with the MABC-2 Total Score was the Working Memory subscale. Compared to their typically developing peers, children who are at risk for motor coordination difficulties (⩽the 16th percentile on the MABC-2) performed poorly on the Working Memory subscale, which confirms the results of the regression analyses. The at risk group also performed significantly worse on the Planning/Organize subscale, however. This is one of the first studies investigating the relationship between motor performance and parent-rated EF in such a young age group. It shows that the relationship between motor performance and EF in young children is complex and may be influenced by the presence of confounding variables such as ADHD symptomatology.
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Affiliation(s)
- Suzanne Houwen
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Gerda van der Veer
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Jan Visser
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Marja Cantell
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
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Pitchford NJ, Outhwaite LA. Can Touch Screen Tablets be Used to Assess Cognitive and Motor Skills in Early Years Primary School Children? A Cross-Cultural Study. Front Psychol 2016; 7:1666. [PMID: 27826281 PMCID: PMC5078468 DOI: 10.3389/fpsyg.2016.01666] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2016] [Accepted: 10/11/2016] [Indexed: 11/21/2022] Open
Abstract
Assessment of cognitive and motor functions is fundamental for developmental and neuropsychological profiling. Assessments are usually conducted on an individual basis, with a trained examiner, using standardized paper and pencil tests, and can take up to an hour or more to complete, depending on the nature of the test. This makes traditional standardized assessments of child development largely unsuitable for use in low-income countries. Touch screen tablets afford the opportunity to assess cognitive functions in groups of participants, with untrained administrators, with precision recording of responses, thus automating the assessment process. In turn, this enables cognitive profiling to be conducted in contexts where access to qualified examiners and standardized assessments are rarely available. As such, touch screen assessments could provide a means of assessing child development in both low- and high-income countries, which would afford cross-cultural comparisons to be made with the same assessment tool. However, before touch screen tablet assessments can be used for cognitive profiling in low-to-high-income countries they need to be shown to provide reliable and valid measures of performance. We report the development of a new touch screen tablet assessment of basic cognitive and motor functions for use with early years primary school children in low- and high-income countries. Measures of spatial intelligence, visual attention, short-term memory, working memory, manual processing speed, and manual coordination are included as well as mathematical knowledge. To investigate if this new touch screen assessment tool can be used for cross-cultural comparisons we administered it to a sample of children (N = 283) spanning standards 1–3 in a low-income country, Malawi, and a smaller sample of children (N = 70) from first year of formal schooling from a high-income country, the UK. Split-half reliability, test-retest reliability, face validity, convergent construct validity, predictive criterion validity, and concurrent criterion validity were investigated. Results demonstrate “proof of concept” that touch screen tablet technology can provide reliable and valid psychometric measures of performance in the early years, highlighting its potential to be used in cross-cultural comparisons and research.
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Balagué N, Torrents C, Hristovski R, Kelso JAS. Sport science integration: An evolutionary synthesis. Eur J Sport Sci 2016; 17:51-62. [PMID: 27685425 DOI: 10.1080/17461391.2016.1198422] [Citation(s) in RCA: 43] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The aim of the paper is to point out one way of integrating the supposedly incommensurate disciplines investigated in sports science. General, common principles can be found among apparently unrelated disciplines when the focus is put on the dynamics of sports-related phenomena. Dynamical systems approaches that have recently changed research in biological and social sciences among others, offer key concepts to create a common pluricontextual language in sport science. This common language, far from being homogenising, offers key synthesis between diverse fields, respecting and enabling the theoretical and experimental pluralism. It forms a softly integrated sports science characterised by a basic dynamic explanatory backbone as well as context-dependent theoretical flexibility. After defining the dynamic integration in living systems, unable to be captured by structural static approaches, we show the commonalities between the diversity of processes existing on different levels and time scales in biological and social entities. We justify our interpretation by drawing on some recent scientific contributions that use the same general principles and concepts, and diverse methods and techniques of data analysis, to study different types of phenomena in diverse disciplines. We show how the introduction of the dynamic framework in sport science has started to blur the boundaries between physiology, biomechanics, psychology, phenomenology and sociology. The advantages and difficulties of sport science integration and its consequences in research are also discussed.
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Affiliation(s)
- N Balagué
- a Institut Nacional d'Educació Física de Catalunya, Complex Systems in Sport Research Group , University of Barcelona , Barcelona , Spain
| | - C Torrents
- b Institut Nacional d'Educació Física de Catalunya, Complex Systems in Sport Research Group , University of Lleida , Lleida , Spain
| | - R Hristovski
- c Faculty of Physical Education, Sports and Health, Complex Systems in Sport Research Group , University Ss. Cyril and Methodius , Skopje , Republic of Macedonia
| | - J A S Kelso
- d Center for Complex Systems and Brain Sciences , Florida Atlantic University , Boca Raton , USA
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Tandon PS, Tovar A, Jayasuriya AT, Welker E, Schober DJ, Copeland K, Dev DA, Murriel AL, Amso D, Ward DS. The relationship between physical activity and diet and young children's cognitive development: A systematic review. Prev Med Rep 2016; 3:379-90. [PMID: 27419040 PMCID: PMC4929214 DOI: 10.1016/j.pmedr.2016.04.003] [Citation(s) in RCA: 83] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2016] [Revised: 04/04/2016] [Accepted: 04/20/2016] [Indexed: 12/23/2022] Open
Abstract
OBJECTIVE Given the high prevalence of suboptimal nutrition and low activity levels in children, we systematically reviewed the literature on the relationship between physical activity and dietary patterns and cognitive development in early childhood (six months to five years). METHODS In February 2016, we conducted two different searches of MEDLINE, PsycINFO, and ERIC. Each search included either physical activity (including gross motor skills) or diet terms, and neurocognitive development outcome terms. Included studies were in English, published since 2005, and of any study design in which the physical activity or diet measure occurred prior to age five. RESULTS For physical activity, twelve studies (5 cross-sectional, 3 longitudinal and 4 experimental) were included. Eleven studies reported evidence suggesting that physical activity or gross motor skills are related to cognition or learning. Both acute bouts and longer term exposures showed benefit. For diet, eight studies were included consisting of secondary analyses from longitudinal cohort studies. A healthier dietary pattern was associated with better cognitive outcomes in all studies, although some of the reported associations were weak and the measures used varied across the studies. CONCLUSIONS Physical activity and healthy diets in early childhood are associated with better cognitive outcomes in young children. The paucity of literature and the variability in the type and quality of measures used highlight the need for more rigorous research. Given that the early childhood years are critical for both obesity prevention and neurocognitive development, evidence that the same healthy behaviors could promote both should inform future interventions.
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Affiliation(s)
- Pooja S. Tandon
- Seattle Children's Research Institute, M/S CW-8, PO Box 5371, Seattle, WA 98145, United States
- University of Washington, Seattle, WA, United States
| | - Alison Tovar
- The University of Rhode Island, Department of Nutrition and Food Sciences, Kingston RI, Fogarty, Rm. 143c, Kingston, RI 02881, United States
| | - Avanthi T. Jayasuriya
- Seattle Children's Research Institute, M/S CW-8, PO Box 5371, Seattle, WA 98145, United States
| | - Emily Welker
- Duke Global Health Institute, Duke University, 803 Lancaster Street Apartment D, Durham, NC, United States
| | - Daniel J. Schober
- DePaul University, Master of Public Health Program, 14 E. Jackson Blvd, Mailstop – Master of Public Health, Daily 710, Chicago, IL 60604, United States
| | - Kristen Copeland
- Department of Pediatrics, University of Cincinnati College of Medicine and Cincinnati Children's Hospital Medical Center, Division of General and Community Pediatrics, 3333 Burnet Avenue, Cincinnati, OH 45229, United States
| | - Dipti A. Dev
- 135 home Economics, Department of Child, Youth and Family Studies, University of Nebraska-Lincoln, Lincoln, NE 68588, United States
| | | | - Dima Amso
- Brown University, Cognitive, Linguistic & Physiological Sciences, Providence, RI, United States
| | - Dianne S. Ward
- Department of Nutrition, Gillings School of Global Public Health, University of North Carolina, Chapel Hill, NC, 27599, United States
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Diamond A, Ling DS. Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Dev Cogn Neurosci 2016; 18:34-48. [PMID: 26749076 PMCID: PMC5108631 DOI: 10.1016/j.dcn.2015.11.005] [Citation(s) in RCA: 442] [Impact Index Per Article: 55.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2015] [Revised: 10/26/2015] [Accepted: 11/23/2015] [Indexed: 12/26/2022] Open
Abstract
The 'Executive Functions' (EFs) of inhibitory control, working memory, and cognitive flexibility enable us to think before we act, resist temptations or impulsive reactions, stay focused, reason, problem-solve, flexibly adjust to changed demands or priorities, and see things from new and different perspectives. These skills are critical for success in all life's aspects and are sometimes more predictive than even IQ or socioeconomic status. Understandably, there is great interest in improving EFs. It's now clear they can be improved at any age through training and practice, much as physical exercise hones physical fitness. However, despite claims to the contrary, wide transfer does not seem to occur and 'mindless' aerobic exercise does little to improve EFs. Important questions remain: How much can EFs be improved (are benefits only superficial) and how long can benefits be sustained? What are the best methods for improving EFs? What about an approach accounts for its success? Do the answers to these differ by individual characteristics such as age or gender? Since stress, sadness, loneliness, or poor health impair EFs, and the reverse enhances EFs, we predict that besides directly train EFs, the most successful approaches for improving EFs will also address emotional, social, and physical needs.
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Affiliation(s)
- Adele Diamond
- Program in Developmental Cognitive Neuroscience, Department of Psychiatry, UBC, 2255 Wesbrook Mall, Vancouver, BC, Canada V6T 2A1.
| | - Daphne S Ling
- Program in Developmental Cognitive Neuroscience, Department of Psychiatry, UBC, 2255 Wesbrook Mall, Vancouver, BC, Canada V6T 2A1
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Diamond A. Research that Helps Move Us Closer to a World where Each Child Thrives. RESEARCH IN HUMAN DEVELOPMENT 2015; 12:288-294. [PMID: 26635510 DOI: 10.1080/15427609.2015.1068034] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Schools are curtailing programs in arts, physical exercise, and play so more time and resources can be devoted to academic instruction. Yet indications are that the arts (e.g., music, dance, or theatre) and physical activity (e.g., sports, martial arts, or youth circus) are crucial for all aspects of children's development - including success in school. Thus in cutting those activities, schools may be impeding academic success, not aiding it. Correlational and retrospective studies have laid the groundwork, as have moving personal accounts, case studies, and theoretical arguments. The time is ripe for rigorous studies to investigate causality (Do arts and physical activities actually produce academic benefits or would kids in those activities have succeeded anyway?) and what characteristics of programs account for the benefits. Instead of simply claiming that the arts and/or physical activities can transform kids' lives, that needs to be demonstrated, and granting agencies need to be more open to funding rigorous research of real-world arts and physical-activity programs.
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Ali Ameen S, Hassan Abd F. Effect of Obesity on Cognitive Performance in Egyptian School-Age Children. TRENDS IN APPLIED SCIENCES RESEARCH 2015; 10:166-174. [DOI: 10.3923/tasr.2015.166.174] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/02/2023]
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Hewes J. Seeking Balance in Motion: The Role of Spontaneous Free Play in Promoting Social and Emotional Health in Early Childhood Care and Education. CHILDREN-BASEL 2014; 1:280-301. [PMID: 27417480 PMCID: PMC4928743 DOI: 10.3390/children1030280] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/14/2014] [Revised: 09/17/2014] [Accepted: 09/18/2014] [Indexed: 11/17/2022]
Abstract
There is accumulating scientific evidence of the potential of play and playfulness to enhance human capacity to respond to adversity and cope with the stresses of everyday life. In play we build a repertoire of adaptive, flexible responses to unexpected events, in an environment separated from the real consequences of those events. Playfulness helps us maintain social and emotional equilibrium in times of rapid change and stress. Through play, we experience flow—A feeling of being taken to another place, out of time, where we have controlled of the world. This paper argues that spontaneous free play, controlled and directed by children and understood from the child’s perspective, contributes to children’s subjective experience of well-being, building a foundation for life-long social and emotional health. The paradoxical nature of young children’s spontaneous free play is explored. Adaptability, control, flexibility, resilience and balance result from the experience of uncertainty, unpredictability, novelty and non-productivity. These essential dimensions of young children’s spontaneous free play typically produce play which is experienced by adults as chaotic, nonsensical and disruptive. The article concludes with a preliminary discussion of the challenges and possibilities of providing for spontaneous free play indoors, in early childhood care and education programs.
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Affiliation(s)
- Jane Hewes
- Early Learning and Child Care, Faculty of Health and Community Studies, MacEwan University, Edmonton AB T5J4P2, Canada.
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Contributions of executive function and spatial skills to preschool mathematics achievement. J Exp Child Psychol 2014; 126:37-51. [PMID: 24874186 DOI: 10.1016/j.jecp.2014.02.012] [Citation(s) in RCA: 96] [Impact Index Per Article: 9.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2013] [Revised: 02/27/2014] [Accepted: 02/27/2014] [Indexed: 11/21/2022]
Abstract
Early mathematics achievement is highly predictive of later mathematics performance. Here we investigated the influence of executive function (EF) and spatial skills, two generalizable skills often overlooked in mathematics curricula, on mathematics performance in preschoolers. Children (N=44) of varying socioeconomic status (SES) levels were assessed at 3 years of age on a new assessment of spatial skill (Test of Spatial Assembly, TOSA) and a vocabulary measure (Peabody Picture Vocabulary Test, PPVT). The same children were tested at 4 years of age on the Beery Test of Visual-Motor Integration (VMI) as well as on measures of EF and mathematics. The TOSA was created specifically as an assessment for 3-year-olds, allowing the investigation of links among spatial, EF, and mathematical skills earlier than previously possible. Results of a hierarchical regression indicate that EF and spatial skills predict 70% of the variance in mathematics performance without an explicit math test, EF is an important predictor of math performance as prior research suggested, and spatial skills uniquely predict 27% of the variance in mathematics skills. Additional research is needed to understand whether EF is truly malleable and whether EF and spatial skills may be leveraged to support early mathematics skills, especially for lower SES children who are already falling behind in these skill areas by 3 and 4 years of age. These findings indicate that both skills are part of an important foundation for mathematics performance and may represent pathways for improving school readiness for mathematics.
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Gonzalez CLR, Mills KJ, Genee I, Li F, Piquette N, Rosen N, Gibb R. Getting the right grasp on executive function. Front Psychol 2014; 5:285. [PMID: 24778624 PMCID: PMC3985017 DOI: 10.3389/fpsyg.2014.00285] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2013] [Accepted: 03/18/2014] [Indexed: 12/27/2022] Open
Abstract
Executive Function (EF) refers to important socio-emotional and cognitive skills that are known to be highly correlated with both academic and life success. EF is a blanket term that is considered to include self-regulation, working memory, and planning. Recent studies have shown a relationship between EF and motor control. The emergence of motor control coincides with that of EF, hence understanding the relationship between these two domains could have significant implications for early detection and remediation of later EF deficits. The purpose of the current study was to investigate this relationship in young children. This study incorporated the Behavioral Rating Inventory of Executive Function (BRIEF) and two motor assessments with a focus on precision grasping to test this hypothesis. The BRIEF is comprised of two indices of EF: (1) the Behavioral Regulation Index (BRI) containing three subscales: Inhibit, Shift, and Emotional Control; (2) the Metacognition Index (MI) containing five subscales: Initiate, Working Memory, Plan/Organize, Organization of Materials, and Monitor. A global executive composite (GEC) is derived from the two indices. In this study, right-handed children aged 5-6 and 9-10 were asked to: grasp-to-construct (Lego® models); and grasp-to-place (wooden blocks), while their parents completed the BRIEF questionnaire. Analysis of results indicated significant correlations between the strength of right hand preference for grasping and numerous elements of the BRIEF including the BRI, MI, and GEC. Specifically, the more the right hand was used for grasping the better the EF ratings. In addition, patterns of space-use correlated with the GEC in several subscales of the BRIEF. Finally and remarkably, the results also showed a reciprocal relationship between hand and space use for grasping and EF. These findings are discussed with respect to: (1) the developmental overlap of motor and executive functions; (2) detection of EF deficits through tasks that measure lateralization of hand and space use; and (3) the possibility of using motor interventions to remediate EF deficits.
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Affiliation(s)
- Claudia L. R. Gonzalez
- Department of Kinesiology, The Brain in Action Laboratory, University of LethbridgeLethbridge, AB, Canada
| | - Kelly J. Mills
- Department of Kinesiology, The Brain in Action Laboratory, University of LethbridgeLethbridge, AB, Canada
| | - Inge Genee
- Department of Modern Languages, University of LethbridgeLethbridge, AB, Canada
| | - Fangfang Li
- Department of Psychology, Univeristy of LethbridgeLethbridge, AB, Canada
| | - Noella Piquette
- Department of Education, University of LethbridgeLethbridge, AB, Canada
| | - Nicole Rosen
- Department of Modern Languages, University of LethbridgeLethbridge, AB, Canada
| | - Robbin Gibb
- Department of Neuroscience, University of LethbridgeLethbridge, AB, Canada
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Diamond A. Want to Optimize Executive Functions and Academic Outcomes?: Simple, Just Nourish the Human Spirit. MINNESOTA SYMPOSIA ON CHILD PSYCHOLOGY 2014; 37:205-232. [PMID: 25360055 PMCID: PMC4210770] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
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Galván M, Uauy R, López-Rodríguez G, Kain J. Association between childhood obesity, cognitive development, physical fitness and social-emotional wellbeing in a transitional economy. Ann Hum Biol 2013; 41:99-104. [PMID: 24116969 DOI: 10.3109/03014460.2013.841288] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
BACKGROUND It has been suggested that obese children have lower cognitive function, demonstrate poorer physical performance and are more susceptible to social-emotional problems. AIMS To describe associations between human physical growth, cognitive development, physical fitness and social-emotional characteristics of obese and non-obese children and to verify the predictors of intellectual coefficient by socioeconomic status (SES). SUBJECTS AND METHODS A sample of 107 non-obese (N-Ob) children [-1 z-score body mass index (BMI) ≤1 z-score] and 108 obese (Ob) children [2 z-score ≤BMI ≤5 z-score] from a larger cohort was evaluated. Intellectual coefficient (IQ), social-emotional wellbeing (SEW), 6-minute walk test (6MWT) and SES (mid-low, low and very low) were assessed. RESULTS Ob children were taller, heavier and present more height for age and BMI than N-Ob children (p < 0.001). A significant correlation between IQ and SEW (r = 0.14), 6MWT and BMI z-score (r = -0.18) and 6MWT and SEW (r = 0.15) was found. Multiple regression analysis revealed that BMI z-score had a negative impact on IQ in the mid-low SES sub-group and that SEW had a positive effect on IQ in the very-low SES sub-group. CONCLUSIONS In Chilean pre-school children from low-income families cognitive ability varied according to SES.
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Affiliation(s)
- Marcos Galván
- Institute of Health Sciences (ICSA), U. Autónoma de Hidalgo , Pachuca , México
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Diamond A. Want to Optimize Executive Functions and Academic Outcomes? Simple, Just Nourish the Human Spirit. MINNESOTA SYMPOSIA ON CHILD PSYCHOLOGY 2013. [DOI: 10.1002/9781118732373.ch7] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/24/2023]
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Tinajero C, Páramo MF. The systems approach in developmental psychology: fundamental concepts and principles. PSICOLOGIA: TEORIA E PESQUISA 2012. [DOI: 10.1590/s0102-37722012000400011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Developmental Psychology seems to have come to an unifying theoretical framework which may make feasible to overcome the fragmentation so frequently referred to within the discipline. This is indicated by the widespread support being given to the systems approach, enriched by dialectic and contextual postulates. In this article, we briefly review the antecedents of this approach and explore its core concepts, indicating their roots and the precise way in which they are applied to developmental analyses today. We also examine the implications of the systems approach for developmental investigation, and its challenges.
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Rhemtulla M, Tucker-Drob EM. Correlated longitudinal changes across linguistic, achievement, and psychomotor domains in early childhood: evidence for a global dimension of development. Dev Sci 2012; 14:1245-54. [PMID: 21884339 DOI: 10.1111/j.1467-7687.2011.01071.x] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
An important question within developmental psychology concerns the extent to which the maturational gains that children make across multiple diverse domains of functioning can be attributed to global (domain-general) developmental processes. The present study investigated this question by examining the extent to which individual differences in change across children's development in five different domains are correlated. Multivariate growth-curve models were fit to longitudinal data on linguistic, mathematics, reading, gross motor, and fine motor skills in 8950 children ranging in age from 44 to 86 months (3.7 years to 7.2 years). All five rates of change were positively intercorrelated. A common factor accounted for 42% of the individual differences in change. These results suggest that a global dimension underlies substantial proportions of cognitive and psychomotor development.
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Affiliation(s)
- Mijke Rhemtulla
- Department of Psychology, University of Texas at Austin, USA.
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Ostrea EM, Reyes A, Villanueva-Uy E, Pacifico R, Benitez B, Ramos E, Bernardo RC, Bielawski DM, Delaney-Black V, Chiodo L, Janisse JJ, Ager JW. Fetal exposure to propoxur and abnormal child neurodevelopment at 2 years of age. Neurotoxicology 2011; 33:669-75. [PMID: 22155319 DOI: 10.1016/j.neuro.2011.11.006] [Citation(s) in RCA: 45] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2011] [Revised: 11/18/2011] [Accepted: 11/22/2011] [Indexed: 11/17/2022]
Abstract
OBJECTIVE Our aim was to determine the effects of fetal exposure to propoxur and pyrethroids, on child neurodevelopment at 2 years of age. PATIENTS AND METHODS Mothers were prospectively recruited during mid-pregnancy in Bulacan, Philippines where multiple pesticides including propoxur, cyfluthrin, chlorpyrifos, cypermethrin, pretilachlor, bioallethrin, malathion, diazinon and transfluthrin are used. To detect prenatal exposure to these pesticides, maternal hair and blood, infant's hair, cord blood, and meconium were analyzed for the pesticides by gas chromatography/mass spectrometry. Infants were examined at 2 years of age with 95.1% follow up rate and their neurodevelopment outcome was assessed by the Griffiths mental developmental scale (N=754). RESULTS Meconium analysis was the most sensitive method to detect fetal exposure to pesticides and exposure was highest for propoxur (21.3%) and the grouped pyrethroids (2.5% - bioallethrin, transfluthrin, cyfluthrin and cypermethrin). Path analysis modeling was performed to determine the effects of fetal exposure to propoxur and pyrethroids on the child's neurodevelopment at 24 months of age while controlling for confounders. Only singletons and those with complete data for the path analysis were included (N=696). Using a path analysis model, there was a significant negative (β=-0.14, p<0.001) relationship between prenatal pesticide exposure to propoxur and motor development at 2 years of age after controlling for confounders, e.g., infant gender, socioeconomic status, maternal intelligence, home stimulation (HOME), postnatal exposure to propoxur and blood lead level at 2 years of age. CONCLUSION At 2 years of age, prenatal exposure to propoxur was associated with poorer motor development in children.
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Affiliation(s)
- Enrique M Ostrea
- Department of Pediatrics, Hutzel Women's Hospital, the Carman and Ann Adams Department of Pediatrics, Children's Hospital of Michigan, Wayne State University, Detroit, MI, United States.
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Abstract
The present study represents a contribution to the assessment of infant cognitive development by presenting a valid instrument for observing the development of logical reasoning and executive function during the second year of life-key processes in the construction of human knowledge. The instrument constructed, called ELEDA (Early Logical and Executive Development Assessment), was a combined or mixed observation instrument composed of field formats and category systems. Its validity was calculated using generalizability theory, which enables different sources of error affecting a behavioral measurement to be analyzed jointly. The need for valid early cognitive assessment instruments such as the one in the present article is evident, since the sooner assessment is performed, the sooner action can be taken, thus optimizing the results.
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Blair C, Diamond A. Biological processes in prevention and intervention: the promotion of self-regulation as a means of preventing school failure. Dev Psychopathol 2008; 20:899-911. [PMID: 18606037 PMCID: PMC2593474 DOI: 10.1017/s0954579408000436] [Citation(s) in RCA: 452] [Impact Index Per Article: 28.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
This paper examines interrelations between biological and social influences on the development of self-regulation in young children and considers implications of these interrelations for the promotion of self-regulation and positive adaptation to school. Emotional development and processes of emotion regulation are seen as influencing and being influenced by the development of executive cognitive functions, including working memory, inhibitory control, and mental flexibility important for the effortful regulation of attention and behavior. Developing self-regulation is further understood to reflect an emerging balance between processes of emotional arousal and cognitive regulation. Early childhood educational programs that effectively link emotional and motivational arousal with activities designed to exercise and promote executive functions can be effective in enhancing self-regulation, school readiness, and school success.
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