scholarly journals Effects of socio-economic status and maternal education on gross motor development of preschool children

2015 ◽  
Vol 57 ◽  
pp. 55-56 ◽  
Keyword(s):  
Preschool Children ◽  
Motor Development ◽  
Maternal Education ◽  
Economic Status ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Socio Economic Status

NORMAL GROSS MOTOR DEVELOPMENT: THE INFLUENCES OF RACE, SEX AND SOCIO-ECONOMIC STATUS

2008 ◽  
Vol 27 (5) ◽  
pp. 635-643 ◽  
Author(s):  
Arnold J. Capute ◽  
Bruce K. Shapiro ◽  
Frederick B. Palmer ◽  
Alan Ross ◽  
Renee C. Wachtel
Keyword(s):  
Motor Development ◽  
Economic Status ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Socio Economic Status

scholarly journals Gross motor development of preschool children: effects of socioeconomic status and maternal education

2020 ◽  
Vol 62 (1) ◽  
pp. 10
Author(s):  
Cemil Özal ◽  
Birgül Bayoğlu ◽  
Sevilay Karahan ◽  
Mintaze Kerem Günel ◽  
Banu Anlar
Keyword(s):  
Socioeconomic Status ◽  
Preschool Children ◽  
Motor Development ◽  
Maternal Education ◽  
Gross Motor ◽  
Gross Motor Development

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.

scholarly journals Rich micronutrient fortification of locally produced infant food does not improve mental and motor development of Zambian infants: a randomised controlled trial

2011 ◽  
Vol 107 (4) ◽  
pp. 556-566 ◽  
Author(s):  
Daniela Manno ◽  
Priscilla K. Kowa ◽  
Hellen K. Bwalya ◽  
Joshua Siame ◽  
Sally Grantham-McGregor ◽  
...  
Keyword(s):  
Motor Development ◽  
Maternal Education ◽  
Economic Status ◽  
Controlled Trial ◽  
Psychomotor Development ◽  
Infant Food ◽  
Development Index ◽  
Socio Economic Status ◽  
Micronutrient Fortification ◽  
Bayley Scales

It is uncertain whether multiple micronutrients benefit the mental and psychomotor development of young children in developing countries. We conducted a randomised double-blind controlled trial to evaluate the effect of a richly micronutrient-fortifiedv.a basal fortified porridge on mental and psychomotor development in Zambian infants. Infants (n743) were randomised at age 6 months to receive either the richly fortified or the basal fortified infant food and were followed up until 18 months of age. All the infants were evaluated monthly for achievement of a series of developmental milestones. The Bayley scales of infant development II were administered to a subsample of 502 infants at 6, 12 and 18 months. Rich micronutrient fortification had no significant benefit on the following: (a) number of developmental milestones achieved (rate ratio at 12 months = 1·00; 95 % CI 0·96, 1·05;P = 0·81, adjusted for sex, socio-economic status and maternal education, with similar results at 15 and 18 months); (b) ages of walking unsupported (hazard ratio (HR) 1·04; 95 % CI 0·88, 1·24;P = 0·63, adjusted for the above covariates) and of speaking three or four clear words (HR 1·01; 95 % CI 0·84, 1·20;P = 0·94, adjusted for the above covariates); (c) mental development index (MDI) and psychomotor development index (PDI) of the Bayley scales (scores difference adjusted for baseline scores, age at the assessment, sex, socio-economic status, maternal education, language, age and HIV status: MDI 0·3 (95 % CI − 0·5, 1·1),P = 0·43; PDI − 0·1 (95 % CI − 0·9, 0·7),P = 0·78). In conclusion, the results do not support the hypothesis that rich micronutrient fortification improves Zambian infants' mental and motor development.

scholarly journals Fundamental Motor Skill Delays in Preschool Children With Disabilities: 2012 National Youth Fitness Survey

2021 ◽  
Vol 9 ◽  
Author(s):  
E. Andrew Pitchford ◽  
Willie Leung ◽  
E. Kipling Webster
Keyword(s):  
Preschool Children ◽  
School Children ◽  
Motor Development ◽  
Motor Skill ◽  
Children With Disabilities ◽  
Sampling Weights ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Disability Status ◽  
Development Delay

Delays in fundamental motor skill (FMS) competency have been observed in a variety of children with disabilities. However, evidence of FMS delays is largely limited to small, geographically specific, limitedly diverse, and non-representative samples. The purpose of this study was to examine the association between FMS competency and reported disability status among pre-school children, ages 3–5 years, using the 2012 National Youth Fitness Survey (NYFS). In total, 329 preschool children (49% female; 4.00 ± 0.04 years of age) from the 2012 NYFS completed the Test of Gross Motor Development−2, including 43 preschoolers identified with a disability based on parental report (44% female; 4.20 ± 0.16 years). Associations were examined with logistic regression using sampling weights. Poor FMS competency, defined as gross motor quotient scores ≤ 79, was observed in significantly more children with disabilities (29%) than children without disabilities (10%, OR = 3.5, p = 0.04). While not statistically significant, there was a growing disparity in FMS competency at age 5 (41 vs. 11%) compared to age 3 (15 vs. 9%, OR = 1.80, p = 0.30). The results provide additional evidence for poor FMS competency among pre-school children with disabilities. FMS should be an early part of comprehensive assessments for all children suspected of disability or development delay as it is critical to identify and intervene upon FMS delays before discrepancies can widen.

scholarly journals A quick and qualitative assessment of gross motor development in preschool children

2019 ◽  
Vol 178 (4) ◽  
pp. 565-573 ◽  
Author(s):  
Tanja H. Kakebeeke ◽  
Aziz Chaouch ◽  
Elisa Knaier ◽  
Jon Caflisch ◽  
Valentin Rousson ◽  
...  
Keyword(s):  
Preschool Children ◽  
Motor Development ◽  
Qualitative Assessment ◽  
Gross Motor ◽  
Gross Motor Development

Assessment of Gross Motor Development in Preschool Children

2020 ◽  
pp. 283-319
Author(s):  
Eva V. Monsma ◽  
Sally Taunton Miedema ◽  
Ali S. Brian ◽  
Harriet G. Williams
Keyword(s):  
Preschool Children ◽  
Motor Development ◽  
Gross Motor ◽  
Gross Motor Development

scholarly journals Gross motor development in preschoolers on the islands of Lake Titicaca (3810 m.a.s.l.), Puno, Peru (Desarrollo motor grueso en preescolares de las islas del lago Titicaca (3810 m s. n. m.), Puno, Perú)

Retos ◽  
2020 ◽  
pp. 592-597
Author(s):  
Angel Anibal Mamani Ramos ◽  
Carlos Wyly Dextre Mendoza ◽  
Jhonny Jesús Lava Gálvez ◽  
Gladis Ticona Flores ◽  
Lisbeth Marutzia Quispe Cruz ◽  
...  
Keyword(s):  
Preschool Children ◽  
Motor Development ◽  
Chronological Age ◽  
Gross Motor ◽  
Lake Titicaca ◽  
Object Control ◽  
Equivalent Age ◽  
Gross Motor Development ◽  
One Year ◽  
Average Development

Abstract. The objective of this study was to analyze gross motor development in preschoolers on the islands of Lake Titicaca, considering the variables sex and age. The study corresponds to the descriptive-comparative cross-sectional design. 57 preschool children (31 boys and 26 girls, age M = 5.0, TD = .54) from the islands of Amantaní, Taquile and Uros, located in the province of Puno (Peru), at an altitude of 3810 m.a.s.l. participated. TGMD-2, Spanish version (reproducibility of .82) was used. The results show an average gross motor development (50.9%), with an age equivalent to six years (M = 6.0, TD = .82), one year above its chronological age (M = 5.0, TD = .54). Differences were found between islands (p = .01 <.05). No gender differences were found in gross motor development (p = .15> .05) or in locomotion development (p = .74> .05), but in object control (p = .00 <.05). , as well as in age (p = .00 <.05). It is concluded that the preschoolers present an average gross motor development with an equivalent age of one year older than their chronological age, of which preschool children from Taquile stand out by presenting a higher – above average development, with an equivalent age of one year and nine months older than their chronological age, being superior to those of Amantaní and Uros, who present an average development and a lower equivalent age. Women show more development than men only in object control. Those of four years present more development than those of five.  Resumen. El objetivo de este estudio fue analizar el desarrollo motor grueso en preescolares de las islas del lago Titicaca, considerando las variables sexo y edad. El estudio corresponde al diseño transversal descriptivo-comparativo. Participaron 57 niños de etapa preescolar (31 varones y 26 mujeres; edad M=5.0, DT= .54) de las islas de Amantaní, Taquile y Uros, localizadas en la provincia de Puno (Perú), a una altitud de 3810 m s. n. m. Se utilizó el TGMD-2, versión en español (reproductividad de .82). Los resultados demuestran un desarrollo motor grueso promedio (50.9%), con una edad equivalente a seis años (M=6.0, DT= .82), un año por encima de su edad cronológica (M=5.0, DT= .54). Se encontraron diferencias entre islas (p= .01< .05). No se encontraron diferencias de género en el desarrollo motor grueso (p= .15> .05) ni en el de locomoción (p= .74> .05), pero sí en control de objetos (p= .00< .05), al igual que en edad (p= .00< .05). Se concluye en que los preescolares presentan un desarrollo motor grueso promedio con una edad equivalente de un año mayor a su edad cronológica, de los que destacan preescolares de Taquile al presentar un desarrollo superior-por encima del promedio, con una edad equivalente de un año y nueve meses mayor a su edad cronológica, siendo superior a los de Amantaní y Uros, quienes presentan un desarrollo promedio y edad equivalente menor. Las mujeres presentan mayor desarrollo que los varones solo en control de objetos. Los de cuatro años presentan mayor desarrollo que los de cinco.

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