scholarly journals Developing language in a developing body: the relationship between motor development and language development

2010 ◽  
Vol 37 (2) ◽  
pp. 229-261 ◽  
Author(s):  
JANA M. IVERSON
Keyword(s):  
Language Development ◽  
Motor Skills ◽  
Motor Development ◽  
Review Article ◽  
The Body ◽  
Motor Impairments ◽  
Communicative Development ◽  
Language Research ◽  
The Relationship ◽  
Practice Skills

ABSTRACTDuring the first eighteen months of life, infants acquire and refine a whole set of new motor skills that significantly change the ways in which the body moves in and interacts with the environment. In this review article, I argue that motor acquisitions provide infants with an opportunity to practice skills relevant to language acquisition before they are needed for that purpose; and that the emergence of new motor skills changes infants' experience with objects and people in ways that are relevant for both general communicative development and the acquisition of language. Implications of this perspective for current views of co-occurring language and motor impairments and for methodology in the field of child language research are also considered.

Motor Skills and Participation in Middle Childhood: A Direct Path for Boys, a Mediated Path for Girls

2021 ◽  
Vol 18 (3) ◽  
pp. 318-324
Author(s):  
Elnaz Emadirad ◽  
Brad W.N. Temple ◽  
Stephanie C. Field ◽  
Patti-Jean Naylor ◽  
Viviene A. Temple
Keyword(s):  
Motor Skills ◽  
Middle Childhood ◽  
Motor Development ◽  
Motor Skill ◽  
Cross Sectional Study ◽  
Physical Activities ◽  
Cross Sectional ◽  
Psychological Variables ◽  
Skill Levels ◽  
The Relationship

Background: Beyond the often examined perceptions of competence and motor skill proficiency, perceived value and children’s expectations for success are thought to affect engagement in physical activities. We used parallel mediation models to examine the direct effect of motor skill proficiency on participation in physical activities, as well as whether children’s beliefs and value for physical activities mediated this relationship. Methods: The participants in this cross-sectional study were a total of 398 grade 3 children (201 girls) from 8 schools. Motor skills were assessed using the Test of Gross Motor Development-2, the Value Expectancy Questionnaire measured the psychological variables, and the Children’s Assessment of Participation and Enjoyment measured physical activities. Results: Motor skill proficiency predicted all 3 psychological constructs for the boys and the girls, and boys’ participation in physical activities. However, the psychological variables did not mediate the relationship between motor skills and participation among the boys. For the girls, task value mediated the relationship between motor skills and physical activity participation. Conclusion: It is possible that the girls are further along in their ability to reflect on their competence, successes, and failures; it is also possible that the lower motor skill levels of girls had a deleterious effect on their feelings about participating.

scholarly journals KAPASITAS PERKEMBANGAN KEMAMPUAN MOTORIK PADA ANAK USIA TAMAN KANAK-KANAK

2019 ◽  
Vol 7 (2) ◽  
pp. 26-37
Author(s):  
Ahadin Ahadin
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
The Body ◽  
Power Balance ◽  
Motor Behaviour ◽  
Motor Ability ◽  
Community Environment ◽  
Child Interaction ◽  
Individual Capacity ◽  
Integrated Or

Motor ability is an individual capacity to develop the ability of the skills that are possessed in an effort to heighten or accelerate the mastery of a skill. Individual capacities that are motor capability consist of: speed (speed), agility, power, balance (balance), flexibility (flexibility), and coordination (coordination). Motor development is a change in motor behaviour that occurs because of maturity and child interaction with the environment. Maturity is a change that occurs in the body within a period of time. While the environment consists of: family, friends play, and community environment. The function of motor capability for children in kindergarten is to promote labor, facilitate, accelerate in the mastery of various motor skills studied. Motor skills are a child's ability to display or demonstrate a skill. Motor capability occurs or is acquired through an integrated or associated process along with an exercise or enhancement through experience. Motor capability will occur with a change from time to time relatively permanent in the capacity to showcase a skilled motor skill.

scholarly journals A brief review on motor development: fundamental motor skills as a basis for motor skill learning

2021 ◽  
Vol 15 (5) ◽  
pp. 342-355
Author(s):  
Rodolfo N. Benda ◽  
Nádia F. S. Marinho ◽  
Marcelo G. Duarte ◽  
Patrick C. Ribeiro-Silva ◽  
Paloma R. Ortigas ◽  
...  
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Motor Performance ◽  
Development Process ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Motor Competence ◽  
Fundamental Motor Skills ◽  
Motor Activities ◽  
The Relationship

In this study, we review the relationship between motor development and motor learning, and present a new metaphor that represents the sequence of motor development, which highlights fundamental motor skills as an important phase in the process. As one of the most relevant phases of motor development, several studies that analyzed fundamental motor skills were reviewed in typical developing children as well as in children with disabilities. Most studies revealed motor performance levels below expected since proficiency was not observed. We discuss these results considering fundamental motor skills as essential for the motor development process. Such results raise the awareness of the need to offer children conditions to explore and experience motor activities in order to enhance motor competence.

scholarly journals Developmental divergence: motor trajectories in children with fragile X syndrome with and without co-occurring autism

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Elizabeth A. Will ◽  
Somer L. Bishop ◽  
Jane E. Roberts
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Fragile X ◽  
Parent Report ◽  
Cognitive Level ◽  
Motor Impairments ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Direct Assessment

Abstract Background Autism spectrum disorder (ASD) is highly prevalent in fragile X syndrome (FXS), affecting 50–70% of males. Motor impairments are a shared feature across autism and FXS that may help to better characterize autism in FXS. As motor skills provide a critical foundation for various language, cognitive, and social outcomes, they may serve an important mechanistic role for autism in FXS. As such, this study aimed to identify differences in motor trajectories across direct assessment and parent-report measures of fine and gross motor development between FXS with and without autism, and typical development, while controlling for cognitive functioning. Methods This prospective longitudinal study included 42 children with FXS, 24 of whom also had ASD (FXS + ASD), as well as 40 typically developing children. The Mullen Scales of Early Learning provided a direct measure of fine and gross motor skills, and the Vineland Adaptive Behavior Scales provided a measure of parent-reported fine and gross motor skills. Random slopes and random intercepts multilevel models were tested to determine divergence in developmental motor trajectories between groups when controlling for cognitive level. Results Model results indicated the children with FXS + ASD diverged from TD children by 9-months on all measures of gross and fine motor skills, even when controlling for cognitive level. Results also indicated an early divergence in motor trajectories of fine and gross motor skills between the FXS + ASD and FXS groups when controlling for cognitive level. This divergence was statistically significant by 18 months, with the FXS + ASD showing decelerated growth in motor skills across direct observation and parent-report measures. Conclusions This study is the first to examine longitudinal trends in motor development in children with FXS with and without comorbid ASD using both direct assessment and parent-report measures of fine and gross motor. Furthermore, it is among the first to account for nonverbal cognitive delays, a step towards elucidating the isolated role of motor impairments in FXS with and without ASD. Findings underscore the role of motor impairments as a possible signal representing greater underlying genetic liability, or as a potential catalyst or consequence, of co-occurring autism in FXS.

Relationship Between Motor Skills, Balance, and Physical Activity in Children with CHARGE Syndrome

2020 ◽  
Vol 114 (4) ◽  
pp. 315-324
Author(s):  
Melanie Perreault ◽  
Pamela Haibach-Beach ◽  
Lauren Lieberman ◽  
Elizabeth Foster
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Motor Skills ◽  
Motor Development ◽  
School Setting ◽  
Charge Syndrome ◽  
Anticipatory Control ◽  
Balance Test ◽  
Positive Correlations ◽  
The Relationship

Introduction: Children with CHARGE syndrome often show delays in balance and motor skills due to multisensory impairments. Research also suggests that children with CHARGE syndrome have fewer opportunities to engage in physical activity. However, little research has examined the relationship among all of these variables. Thus, the purpose of this study was to examine the relationship between balance, motor skills, and physical activity. Methods: Participants consisted of 37 children with CHARGE syndrome aged 3–16 years who could walk independently. Parents of each child with CHARGE syndrome completed a demographics questionnaire and the Physical Activity Questionnaire for Children or Adolescents. Their child completed the Mini-BEST balance test and five motor skills (run, jump, slide, kick, and throw) from the Test of Gross Motor Development II. Results: Results indicate that anticipatory control had significant positive correlations with all five motor skills, sensory orientation with three motor skills, and reactive postural control and dynamic gait with two motor skills. Running was the only variable that had a significant positive correlation with physical activity. Discussion: The findings indicate that balance, especially anticipatory control, plays an important role in fundamental motor skills of children with CHARGE syndrome. There is also a strong connection between physical activity and running competence for this population; however, since this is based on a correlational analysis, the direction of the relationship is unclear. Implications for practitioners: Physical education teachers should work with students with CHARGE syndrome on increasing balance and motor skill performance to give them the competence and confidence to engage in physical activity. Moreover, parents can help by engaging in physical activity with their child at an early age and seeking out additional physical activity opportunities for their child outside of the physical education and school setting.

A Preliminary Investigation of the Relationship between Language and Gross Motor Skills in Preschool Children

1995 ◽  
Vol 81 (3_suppl) ◽  
pp. 1211-1216 ◽  
Author(s):  
William J. Merriman ◽  
Beth E. Barnett ◽  
Dave Isenberg
Keyword(s):  
New York ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Preliminary Investigation ◽  
Verbal Ability ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Motor Test ◽  
The Relationship

This study was undertaken to explore the relationship between language skills and gross-motor skills of 28 preschool children from two private pre-schools in New York City. Pearson product-moment correlation coefficients were calculated for language (revised Preschool Language Scale) and gross motor (Test of Gross Motor Development) scores. Locomotor skills were significantly related to both auditory comprehension and verbal ability while object control scores did not correlate significantly with either language score. These results were discussed in terms of previous research and with reference to dynamical systems theory. Suggestions for research were made.

First language development: a usage-based perspective on past and current research

2014 ◽  
Vol 41 (S1) ◽  
pp. 48-63 ◽  
Author(s):  
ELENA LIEVEN
Keyword(s):  
Cognitive Development ◽  
Language Development ◽  
Language Learning ◽  
Child Language ◽  
First Language ◽  
Computational Modelling ◽  
Systematic Errors ◽  
The Past ◽  
Language Research ◽  
The Relationship

ABSTRACTI first outline three major developments in child language research over the past forty years: the use of computational modelling to reveal the structure of information in the input; the focus on quantifying productivity and abstraction; and developments in the explanation of systematic errors. Next, I turn to what I consider to be major outstanding issues: how the network of constructions builds up and the relationship between social and cognitive development and language learning. Finally, I briefly consider a number of other areas of importance to a psychologically realistic understanding of children's language development.

scholarly journals The Implementation of Embodied Learning: A Literature Review

Edukasi ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 8-18
Author(s):  
Yulvia Sani ◽  
Ossy Firstanti Wardany ◽  
Heni Herlina ◽  
Genesa Vernanda
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Motor Skills ◽  
The Body ◽  
Long Term Memory ◽  
Learning Approach ◽  
Embodied Learning ◽  
Psychology Education ◽  
The Relationship

This literature review aims to determine the implementation of the embodied learning approach in children. The research method used is a narrative review of ten articles that have met the criteria. The criteria for the article are to be found in Google Scholar, published in the last 8 years (2012-2021), and the title contains "Embodied Learning". There are five things that are studied, namely the concept of embodied learning; the relationship between psychology, education, and the environment; student age; tools and materials (technology); and materials that can be provided through an embodied learning approach. This literature review shows that embodied learning is a learning approach that emphasizes the involvement of the body in the process of receiving and responding to the material. Embodied learning can be implemented to improve children's language skills, motor skills, memory skills, and learning foreign language material. The ages of students who accept this embodied learning approach are range from 4 years to 12 years, or kindergarten and elementary school ages. From the ten articles studied, it was found that the involvement of the body in the learning process can build information in students' long-term memory.

scholarly journals ANALYSIS OF THE MOTOR STATUS OF YOUNGER SCHOOL AGE CHILDREN IN RELATION TO THEIR NUTRITIONAL STATUS

2019 ◽  
pp. 111 ◽  
Author(s):  
Vladan Pelemiš ◽  
Darijan Ujsasi ◽  
Velibor Srdić ◽  
Danica Džinović ◽  
Slobodan Pavlović
Keyword(s):  
Gender Differences ◽  
Motor Skills ◽  
Motor Development ◽  
First Grade ◽  
The Body ◽  
School Age Children ◽  
School Age ◽  
Obese Children ◽  
Normal Mass ◽  
And Gender

The aim of the research is to determine whether there are gender differences between younger school-age children, and whether those differences within the sub-sample are influenced by the state of mass and motor skills. The whole sample included 285 respondents age 7.27±0.43, of which 144 boys (50.52%), and 141 girls (49.48%) who attended the first grade on the territory of the Province of Vojvodina (Republic of Serbia). The Eurofit battery of tests was used. The research results show that the prevalence of children with severe thinness in the whole sample is low 3.87%; children with normal mass 65.26%; pre-obese children only 18.59% and obese children only 12.28%, so that gender differences in motor skills considering the whole sample, apart from the mass, are between average values for boys considering explosive strength of the lower extremities, repetitive strength of the body and agility. Statistically significant differences within the sub-sample considering motor abilities were seen neither in boys nor in girls of different mass. The research findings show that there is significant percentage of children with normal mass and that the flow of their mass is within their growth and development. Their motor development within the sub-sample also flows equally, and gender differences are present because of differentiation of motor skills, which appears in this period. The authors think that greater differences and variables in respect to mass and motor activities are to be seen in the period of pre-puberty.

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