The Effects of an Integrative, Universally Designed Motor Skill Intervention for Young Children With and Without Disabilities

2021 ◽  
pp. 1-18
Author(s):  
Sally Taunton Miedema ◽  
Ali Brian ◽  
Adam Pennell ◽  
Lauren Lieberman ◽  
Larissa True ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Motor Development ◽  
Motor Skill ◽  
Developmental Needs ◽  
School Based ◽  
Singular Component ◽  
Component Approach ◽  
Motor Skill Intervention ◽  
Early Childhood Center

Many interventions feature a singular component approach to targeting children’s motor competency and proficiency. Yet, little is known about the use of integrative interventions to meet the complex developmental needs of children aged 3–6 years. The purpose of this study was to examine the effects of an integrative universally designed intervention on children with and without disabilities’ motor competency and proficiency. We selected children (N = 111; disability = 24; no disability = 87) to participate in either a school-based integrative motor intervention (n = 53) or a control condition (n = 58). Children in the integrative motor intervention both with and without disabilities showed significant improvement in motor competency and proficiency (p < .001) as compared with peers with and without disabilities in a control condition. Early childhood center directors (e.g., preschool and kindergarten) should consider implementing integrative universally designed interventions targeting multiple aspects of motor development to remediate delays in children with and without disabilities.

scholarly journals The influence of a motor skill intervention on the motor performance and perceived competence of children with motor delays

2002 ◽  
Vol 16 (1) ◽  
pp. 61 ◽  
Author(s):  
Nadia Cristina Valentini
Keyword(s):  
Motor Development ◽  
Motor Skill ◽  
Motor Performance ◽  
Social Acceptance ◽  
Perceived Competence ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Motor Skill Intervention

Fundamentado em teorias de motivação (Ames, 1987, 1992a, b; Epstein, 1988, 1989; Nicholls, 1984) o objetivo deste estudo foi determinar a influência de uma intervenção motora, com técnica de motivação orientada para a maestria (TMOM), no desenvolvimento motor e na percepção de competência física de crianças com idades entre seis e 10 anos que demonstraram atrasos motores previamente identificados. Noventa e uma crianças com atrasos motores foram aleatoriamente distribuídas em dois grupos: intervenção (N = 41) e controle (N = 50). Os participantes do grupo de intervenção foram submetidos a 12 semanas (duas sessões semanais). Ao início e término da intervenção, todos os participantes realizaram o Test o f Gross Motor Development - TGMD organizado por Ulrich (1985). Os participantes que experienciaram a intervenção também responderam a Pictorial Scale of Perceived Competence and Social Acceptance - PSPCSA (Harter & Pike, 1984) no início e no término da intervenção. A influência da intervenção na percepção de competência física foi avaliada através de ANOVA com medidas repetidas. Os resultados evidenciaram que a intervenção promoveu mudanças significantes e positivas em relação à percepção de competência física de meninos e meninas com atrasos no desenvolvimento motor. A ênfase na TMOM propicia ao professor oportunidades para criar experiências motoras que suprem as necessidades de todas as crianças, indiferentes de suas experiências prévias e diferentes níveis de habilidades, promovendo a autonomia das crianças colocando-as como sujeitos de suas conquistas. Em outras palavras, permite as crianças explorarem seu próprio processo de aprendizagem

scholarly journals Perceived Physical Competence Predicts Gains in Children’s Locomotor but Not Ball Skills across an Intervention

2021 ◽  
Vol 18 (11) ◽  
pp. 5990
Author(s):  
Kara K. Palmer ◽  
Michael A. Nunu ◽  
Katherine Q. Scott-Andrews ◽  
Leah E. Robinson
Keyword(s):  
Experimental Study ◽  
Young Children ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Social Acceptance ◽  
Physical Competence ◽  
Gross Motor Development ◽  
Before And After ◽  
Ball Skills

The purpose of this pre/post experimental study was to examine if children’s perceived physical competence predicted changes in motor skills across an intervention. Sixty-seven children (Mage = 53.2 ± 3.7 months) participated in a 16-week, mastery-climate motor skill intervention. Perceived physical competence was assessed before the intervention using the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Motor skills were assessed using the Test of Gross Motor Development-3rd Edition before and after the intervention. Results revealed that controlling for pretest skills, perceived physical competence significantly predicted posttest locomotor (p < 0.05) and total skills (p < 0.05) but did not predict posttest ball skills (p > 0.05). These results indicate that perceived physical competence may be a significant factor that predicts children’s gains in locomotor or total skills, but not ball skills, across an intervention.

scholarly journals Toward a Theory-Predicated Definition of Digital Literacy for Early Childhood

2014 ◽  
Vol 9 (1) ◽  
pp. 41-58 ◽  
Author(s):  
Elizabeth R. Kazakoff
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Digital Technology ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Second Grade ◽  
Older Children ◽  
Developmental Needs ◽  
Technological Tools ◽  
Definition Of

Though young children are frequent users of digital technology, there is no comprehensive definition of early childhood digital literacy. Currently, digital literacy and related terms are defined with much older children and adults in mind. This paper aims to lay groundwork for redefining digital literacy in an early childhood context. Taking into account the unique developmental needs of early childhood when discussing digital literacy can provide a gateway to developing technological tools and curricula to prepare children in kindergarten through second grade to be more effective users of digital technologies throughout their lives.

Joint Preprimary/Child Care Experience: A Challenge for Early Childhood Education

1996 ◽  
Vol 21 (1) ◽  
pp. 32-36
Author(s):  
Dawn Butterworth
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Young Children ◽  
Social Development ◽  
Research Evidence ◽  
Small Body ◽  
Developmental Needs ◽  
Care Experience ◽  
Childhood Education ◽  
The Social

The effect of child care attendance on young children's social development is a question that has puzzled early childhood educators for quite some time. This article presents the small body of conflicting research evidence on this issue. The practice of taking young children out of long day care to attend kindergarten sessions is then explored, along with a research investigation into the effect of this practice on the social development of preschool children. Recommendations are made to better meet the developmental needs of these young children within the context of rapidly changing familial structures.

Physical, Motor, and Fitness Development in Children and Adolescents

1995 ◽  
Vol 177 (2) ◽  
pp. 55-79 ◽  
Author(s):  
Leonard D. Zaichkowsky ◽  
Gerald A. Larson
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Children And Adolescents ◽  
Motor Development ◽  
Motor Skill ◽  
Final Section ◽  
School Age Children ◽  
School Age ◽  
Practical Applications ◽  
Motor Skill Development

The purpose of this paper is to help fill the void that exists in the teacher preparation literature on the topic of physical, motor, and fitness development of children and adolescents. The first section describes important physical and motor development characteristics of children from early childhood to adolescence. Theories of motor skill development are then discussed, followed by practical applications for parents and teachers. The final section treats the problem of declining fitness levels in children and concludes with recommendations for improving physical fitness in school-age children.

Use of Subjective Estimation in Motor Skill Tests of Young Children: Judgment Based on Observation of Behavior in Daily Life

2000 ◽  
Vol 90 (1) ◽  
pp. 215-226 ◽  
Author(s):  
Fumio Goshi ◽  
Kosho Kasuga ◽  
Shinichi Demura ◽  
Susumu Sato ◽  
Masaki Minami
Keyword(s):  
Young Children ◽  
Motor Development ◽  
Motor Skill ◽  
Daily Life ◽  
Interrater Agreement ◽  
Middle Aged ◽  
Children's Behavior ◽  
Subjective Estimation

This study assessed what motor skill tests were appropriate by observing 636 young children's behavior in daily life (low-aged classes, M = 3.7 yr.; middle-aged classes, M = 4.7 yr.; high-aged classes, M = 5.7 yr.). A homeroom teacher and an assistant teacher estimated motor achievement as pass-or-fail, and then judged pass-or-fail based on practical testing. Estimate-re-estimate agreement, interrater agreement, and agreement between estimated values and measured values were examined for 27 items, e.g., skipping, bouncing a ball, and turning on one leg. Estimate-re-estimate agreement was high on the whole. Interrater agreement ranged from 34% to 100% for 3-yr.-olds, 21% to 100% for 4-yr.-olds, and 89% to 100% for 5-yr.-olds. Agreement between estimated values and measured values greater than 80% was found in most items for 5-yr.olds (14 items). After examining the above-mentioned agreements, 26 items were selected as possible tests to judge motor development, using a pass-or-fail, from the observation of young children's behavior in daily life.

Letter to the Editor

PEDIATRICS ◽  
1990 ◽  
Vol 86 (3) ◽  
pp. 493-494
Author(s):  
Wendy Chavkin ◽  
Stephen R. Kandall
Keyword(s):  
Early Childhood ◽  
Drug Abuse ◽  
Young Children ◽  
Sex Education ◽  
Drug Prevention ◽  
Human Relations ◽  
Major Point ◽  
School Based ◽  
Underlying Causes ◽  
Hard Place

We welcome the opportunity to comment on the thoughtful letters written in response to our commentary, "Between a "Rock" and a Hard Place: Perinatal Drug Abuse."1 We agree with Dr Katzman's major point that many of the underlying causes of subsequent drug abuse stem from early childhood influences. This point underscores the need for pediatricians not only to become involved actively in teaching human relations to young children, but also to develop and promote school-based programs which teach the specifics of sex education, drug prevention, etc.

scholarly journals The Effects of Motor Skill Interventions on Motor Skills in Children with Developmental Disabilities: A Literature Review

2020 ◽  
Vol 22 (4) ◽  
pp. 11-22
Author(s):  
Byungmo Ku
Keyword(s):  
Developmental Disabilities ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Ample Evidence ◽  
Manual Search ◽  
Dynamic System Theory ◽  
Search Terms ◽  
Motor Skill Intervention ◽  
Children With Developmental Disabilities

OBJECTIVES Children with developmental disabilities experience motor skill deficits from childhood. Participation in motor skill intervention may be a promising way to promote their motor skills. The purpose of this study was to review the effectiveness of motor skill interventions on motor skills in children with disabilities.METHODS To select relevant articles about motor skill interventions for children with developmental disabilities, a search of a database with pre-determined search terms and a manual search were implemented. After screening 476 articles, 21 studies were included in the current study. The studies were systematically summarized, and theories of motor development were discussed.RESULTS Participation in motor skill intervention may be a way to promote motor skills in children with developmental disabilities. Dynamic system theory, Newell’s model and Stodden’s model can be used as a framework for motor skill interventions.CONCLUSIONS Ample evidence exist indicating motor skill interventions are effective to promote motor skills in children with developmental disabilities. The motor skill interventions should be provided to children with developmental disabilities.

Dose–Response Relationship: The Effect of Motor Skill Intervention Duration on Motor Performance

2017 ◽  
Vol 5 (2) ◽  
pp. 280-290 ◽  
Author(s):  
Leah E. Robinson ◽  
Kara K. Palmer ◽  
Sean K. Meehan
Keyword(s):  
Motor Development ◽  
Motor Skill ◽  
Motor Performance ◽  
Motor Program ◽  
Control Group ◽  
Treatment Groups ◽  
Time Treatment ◽  
Before And After ◽  
Motor Skill Intervention ◽  
Post Hoc

Background:This study examined the effects of three different treatment doses of a motor skill intervention (the Children’s Health Activity Motor Program [CHAMP]) on changes in preschoolers’ motor performance.Methods:Onehundred and nine children were divided into one of four groups: control and three CHAMP dosage groups: T1, 660 min; T2, 720 min; or T3, 900 min. Motor performance was assessed before and after the intervention using the Test of Gross Motor Development, 2nd Edition (TGMD-2). We used a 2 (time) × 4 (treatment) mixed-measures ANOVA to determine interaction and main effects. Significant interactions were decomposed using separate one-way between groups ANOVAs at each time point followed by Tukey’s post hoc tests.Results:Results revealed a significant time × treatment interaction (F3, 100 = 16.79; p < .001). There were no differences across treatment groups before the intervention (F3, 100 = .075, p < .90), but after the intervention the control group had significantly lower TMGD-2 scores compared with all three CHAMP intervention groups (F3, 100 = 9.92, p < .001, all post hoc tests, p < .001). Posttreatment differences can be attributed to greater improvements in motor performance following the CHAMP intervention regardless of specific dosage.Conclusions:Motor performance scores for all children who completed CHAMP significantly improved.

scholarly journals Exploiting Externalities to Estimate the Long-Term Effects of Early Childhood Deworming

2018 ◽  
Vol 10 (3) ◽  
pp. 235-262 ◽  
Author(s):  
Owen Ozier
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Cognitive Effects ◽  
Long Term Effects ◽  
School Based ◽  
Positive Externalities ◽  
Child Height ◽  
One Year ◽  
Older Siblings

I investigate whether a school-based deworming intervention in Kenya had long-term effects on young children. I exploit positive externalities from the program to estimate impacts on younger children who were not directly treated. Ten years after the intervention, I find large cognitive effects—comparable to between 0.5 and 0.8 years of schooling—for children who were less than one year old when their communities received school-based mass deworming treatment. I find no effect on child height or stunting. I also estimate effects among children whose older siblings received treatment directly; in this subpopulation, cognition effects are nearly twice as large. (JEL I12, I18, I21, I26, I28, J13, O15)

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