scholarly journals Differences of Fundamental Motor Skills Stunting and Non Stunting Preschool Children in Kindergarten in North Padang

2018 ◽  
Vol 335 ◽  
pp. 012131
Author(s):  
A Komaini ◽  
R Mardela
Keyword(s):  
Preschool Children ◽  
Motor Skills ◽  
Fundamental Motor Skills

scholarly journals Skeletal maturation, fundamental motor skills, and motor performance in preschool children

2018 ◽  
Vol 28 (11) ◽  
pp. 2358-2368 ◽  
Author(s):  
D. L. Freitas ◽  
B. Lausen ◽  
J. A. Maia ◽  
É. R. Gouveia ◽  
A. M. Antunes ◽  
...  
Keyword(s):  
Preschool Children ◽  
Motor Skills ◽  
Motor Performance ◽  
Skeletal Maturation ◽  
Fundamental Motor Skills

Relationship between Fundamental Motor Skills and Physical Activity in 4-Year-Old Preschool Children

2013 ◽  
Vol 117 (2) ◽  
pp. 627-646 ◽  
Author(s):  
K. S. Iivonen ◽  
A. K. Sääkslahti ◽  
A. Mehtälä ◽  
J. J. Villberg ◽  
T. H. Tammelin ◽  
...  
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Motor Skills ◽  
Fundamental Motor Skills

scholarly journals Environment for Preschool Children to Learn Fundamental Motor Skills: The Role of Teaching Venue and Class Size

2020 ◽  
Vol 12 (22) ◽  
pp. 9774
Author(s):  
Peggy Cheung ◽  
Li Zhang
Keyword(s):  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Class Size ◽  
Intervention Program ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
The Social

The development of children’s fundamental motor skills (FMS) is shaped by the environment surrounding them. The purpose of this study was to examine whether the changes of children’s FMS after an intervention program differed between classes conducted in different schooling conditions. Participants were 295 preschool children (62 boys, 133 girls; M = 5.4 years; SD = 0.28) from eight preschools in Hong Kong. Children participated in an 8-week FMS program and their FMS were assessed using the Test of Gross Motor Development-2 (TGMD-2). A linear mixed model was used to analyze the association on the changes of FMS score between children in different schooling conditions: (1) teaching venue size (large or small); and (2) class size (large, medium, or small), while accounting for the clustering of participants within preschools. The changes of object control skills were significantly different between groups with different teaching venue size (p = 0.000) (small: 5.54 (SD = 5.84) vs. large: 2.46 (SD = 6.42)) and different class size (p = 0.000) (small: 8.12 (SD = 6.34) vs. medium: 2.92 (SD = 6.26) vs. large: 4.00 (SD = 5.79)). The findings have practical implications for the teaching of FMS in that the social and physical environment in preschools should be considered for the design of FMS intervention programs.

scholarly journals Comparison of motor outcomes between preschool children with univentricular and biventricular critical heart disease not diagnosed with cerebral palsy or acquired brain injury

2021 ◽  
pp. 1-8
Author(s):  
M. Florencia Ricci ◽  
Alastair Fung ◽  
Diane Moddemann ◽  
Victoria Micek ◽  
Gwen Y. Bond ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
Heart Disease ◽  
Preschool Children ◽  
Brain Injury ◽  
Standard Deviation ◽  
Motor Skills ◽  
Odds Ratio ◽  
Motor Impairment ◽  
Acquired Brain Injury ◽  
Manual Dexterity

Abstract This comparison study of two groups within an inception cohort aimed to compare the frequency of motor impairment between preschool children with univentricular and biventricular critical congenital heart disease (CHD) not diagnosed with cerebral palsy/acquired brain injury, describe and compare their motor profiles and explore predictors of motor impairment in each group. Children with an intellectual quotient <70 or cerebral palsy/acquired brain injury were excluded. Motor skills were assessed with the Movement Assessment Battery for Children-2. Total scores <5th percentile indicated motor impairment. Statistical analysis included χ2 test and multiple logistic regression analysis. At a mean age of 55.4 (standard deviation 3.77) months, motor impairment was present in 11.8% of those with biventricular critical CHD, and 32.4% (p < 0.001) of those with univentricular critical CHD. The greatest difference between children with biventricular and univentricular CHD was seen in total test scores 8.73(2.9) versus 6.44(2.8) (p < 0.01) and in balance skills, 8.84 (2.8) versus 6.97 (2.5) (p = 0.001). Manual dexterity mean scores of children with univentricular CHD were significantly below the general population mean (>than one standard deviation). Independent odds ratio for motor impairment in children with biventricular critical CHD was presence of chromosomal abnormality, odds ratio 10.9 (CI 2.13–55.8) (p = 0.004); and in children with univentricular critical CHD odds ratio were: postoperative day 1–5 highest lactate (mmol/L), OR: 1.65 (C1.04–2.62) (p = 0.034), and dialysis requirement any time before the 4.5-year-old assessment, OR: 7.8 (CI 1.08–56.5) (p = 0.042). Early assessment of motor skills, particularly balance and manual dexterity, allows for intervention and supports that can address challenges during the school years.

Gross Motor Development in Preschool Children with Learning Disabilities

1989 ◽  
Vol 6 (3) ◽  
pp. 268-279 ◽  
Author(s):  
James H. Rimmer ◽  
Luke E. Kelly
Keyword(s):  
Learning Disabilities ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Free Play ◽  
Adapted Physical Education ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
School Year

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n = 29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develop the gross motor skills of their audience. The programs were called occupational therapy (OT) (45–60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30 min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33–35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups.

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