scholarly journals A Study of Language Development and Affecting Factors in Children Aged 5 to 27 Months

2016 ◽  
Vol 95 (1) ◽  
pp. 23-29
Author(s):  
Nuray Bayar Muluk ◽  
Birgül Bayoğlu ◽  
Banu Anlar
Keyword(s):  
Language Development ◽  
Motor Development ◽  
Demographic Data ◽  
Age Groups ◽  
Developmental Screening ◽  
Affecting Factors ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Group 2 ◽  
Medical Histories

We conducted a study to assess the factors that affect language development in infants and toddlers using data obtained during developmental screening. Our study group consisted of 505 children–-244 (48.3%) boys and 261 (51.7%) girls, aged 5 to 27 months. The children were divided into four age groups: group 1, which we designated as the “6 months” group (age range: 5 to 7 mo); group 2, designated as the “12 months” group (11 to 13 mo); group 3, designated as the “18 months” group (17 to 19 mo); and group 4, designated as the “24 months” group (23 to 27 mo). In addition to demographic data, we compiled data using the Denver II Developmental Screening Test, as well as neurologic examination findings and medical histories. At 6 months, the social item “Works for toy out of reach” was positively related to all language development items. Two gross motor development items–-“Pull to sit, no head lag” and “Lifs chest with arm support”–-were related to the “Turns to sound” and “Turns to voice” items, respectively. Overall, children whose mothers had higher education levels and who were living in higher socioeconomic areas showed significantly greater language development, as did boys, specifically. At 12 months, higher maternal ages, some gross motor development items, and some social items were related to better language development, and children living in higher socioeconomic areas had a significantly increased ability to pass the “4 words other than mama/dada” item. At 18 months, the ability of girls to pass the “4 words other than mama/dada” item increased, and children who passed the “4 words other than mama/dada” item did not pass the “Throws ball” gross motor item. At 24 months, children whose mothers were older had better “Combines 2 words” and “Speech half intelligible” items, girls had better “Comprehends prepositions (such as under/above)” skills, and boys had better “Shows 4 parts of doll” skills. We conclude that language items appear to change together with gross motor items and social development, and that they can be influenced by a family's socioeconomic level. However, as children get older, language development diverges from gross motor development.

The Use of Multimedia Demonstration on the Test of Gross Motor Development–Second Edition: Performance and Participant Preference

2015 ◽  
Vol 3 (2) ◽  
pp. 110-122 ◽  
Author(s):  
Leah E. Robinson ◽  
Kara K. Palmer ◽  
Jacqueline M. Irwin ◽  
Elizabeth Kipling Webster ◽  
Abigail L. Dennis ◽  
...  
Keyword(s):  
Motor Development ◽  
Motor Skill ◽  
Age Groups ◽  
School Age Children ◽  
Semistructured Interview ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Skill Performance ◽  
Live Demonstration ◽  
Testing Condition

This study examined the effect of demonstration conditions (multimedia and live) in school-age children on performance of the Test of Gross Motor Development—Second Edition (TGMD-2) locomotor and object control subscale raw scores, and participants’ enjoyment in the preoperational and operational stages of cognitive development. Forty-five children ages 5–10 years were divided into two age groups: younger (n = 21, Mage = 5.95 years, SD = .80) and older (n = 24, Mage = 8.96 years, SD = .86). Children completed the TGMD-2 under two counterbalanced conditions: live and multimedia demonstration. Immediately following each testing condition, children ranked their enjoyment and completed a semistructured interview. Paired sample t tests examined motor skill and enjoyment differences in each age group. For both groups, no statistically significant differences were present for motor skill performance or participants’ enjoyment between the two demonstration conditions (p ≥ .05). Overall, 44.5% of participants preferred the multimedia demonstration, while 32.5% preferred the live demonstration. Mixed responses were reported by 22.5% of participants. Within age groups, younger participants preferred the multimedia demonstration more than older participants (multimedia = 50%, 41%; live = 23%, 41%, respectively). This study provides evidence that multimedia demonstration may be suitable for administration of the TGMD-2.

Comparing Live and Digital Augmented Reality Models for Demonstrating Two Motor Skills From the Test of Gross Motor Development—Second Edition: TGMD-2

2020 ◽  
Vol 127 (2) ◽  
pp. 386-400
Author(s):  
Rodrigo Martins de Oliveira Spinosa ◽  
Dalberto Luiz De Santo ◽  
Rafaela Zortéa Fernandes Costa ◽  
Nerylson Ferraz Pazetto ◽  
Camila Ramos dos Santos ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Motor Skills ◽  
Motor Development ◽  
Statistical Significance ◽  
Age Groups ◽  
Human Movement ◽  
Performance Criteria ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Significant Performance

The objective of this study was to compare the effect of digital (i.e., augmented reality [AR]) and live demonstrations of two fundamental motor skills. The motor skills were horizontal jump and over-the-shoulder throw with performance criteria described in the Test of Gross Motor Development—Second Edition (TGMD-2). We developed a digital model using AR installed on a tablet computer compatible with the Android operating system. We recruited 131 children and assigned them to three age groups: G1, 3-5 years old ( M =  4.25, SD =  0.71 years); G2, 6-8 years old ( M =  7.16, SD =  0.79 years); and G3, 9-11 years old ( M = 10.13, SD= 0.84 years). Randomly, half of the children in each group performed the two motor skills after watching either the AR or the live demonstrations; seven days later, all children repeated the motor skills with the demonstration type inverted. We applied Wilcoxon’s test with statistical significance set at p <  .05 and found no significant performance differences based on demonstration exposure from AR versus live modeling. We propose that AR technology is a potential tool for demonstrating human movement.

scholarly journals Status stunted dan hubungannya dengan perkembangan anak balita di wilayah pesisir Pantai Utara Kecamatan Lemahwungkuk Kota Cirebon

2010 ◽  
Vol 6 (3) ◽  
pp. 131 ◽  
Author(s):  
Alina Hizni ◽  
Madarina Julia ◽  
Indria Laksmi Gamayanti
Keyword(s):  
Child Development ◽  
Language Development ◽  
Motor Development ◽  
Coastal Area ◽  
Child Growth ◽  
Fine Motor ◽  
Chi Square ◽  
Cross Sectional ◽  
Gross Motor ◽  
Gross Motor Development

Background: The problem of protein energy inadequacy is a major problem among under-fives that affects the process of child growth and development. The prevalence of stunted status among under-fives in developing countries in 2008 was estimated as much as 33%. In Cirebon Municipality the prevalence was 10.27% and in north coastal area of Cirebon Municipality was 11.4%.Objective: To identify the association between stunted status and development of under-fives at north coastal area of sub district of Lemahwungkuk Cirebon Municipality.Method: This was an observational study with a cross sectional design carried out at north coastal area of sub district of Lemahwungkuk Cirebon Municipality from November 2008 to January 2009. Subject of the study consisted of 166 under-fives and the respondents were parents of those children. Samples were chosen purposively. Research instruments consisted of questionnaire, length board, microtoise, forms, and Denver II test. Data analysis used chi square and logistic regression with confidence interval (CI) 95%.Result: There was significant association between stunted status and development of fine motor adaptive, language, and gross motor capacity. There was significant association between education of mothers and personal social, fine motor adaptive, language and gross motor development. There was significant association between occupation of mothers and personal social, fine motor adaptive, language and gross motor development. There was significant association between stunted status, education of mothers, and occupation of mothers and child development. The result of multivariate analysis showed that stunted status had greater risk for delayed language development of under-fives than other indicators of child development.Conclusion: There was no association between stunted status and child development; however stunted status had greater risk for delay in language development, and risk factors dominantly affecting child development were occupation and education of mothers.

Gross Motor Development of Asian and European Children on Four Motor Assessments: A Literature Review

2007 ◽  
Vol 19 (2) ◽  
pp. 148-153 ◽  
Author(s):  
Tanja Anick Mayson ◽  
Susan R. Harris ◽  
Catherine L. Bachman
Keyword(s):  
Literature Review ◽  
Motor Development ◽  
Gross Motor ◽  
Gross Motor Development

scholarly journals Intra-Rater (Live vs. Video Assessment) and Inter-Rater (Expert vs. Novice) Reliability of the Test of Gross Motor Development—Third Edition

2021 ◽  
Vol 18 (4) ◽  
pp. 1652
Author(s):  
Aida Carballo-Fazanes ◽  
Ezequiel Rey ◽  
Nadia C. Valentini ◽  
José E. Rodríguez-Fernández ◽  
Cristina Varela-Casal ◽  
...  
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
Intraclass Correlation ◽  
Slow Motion ◽  
Healthy Children ◽  
Gross Motor ◽  
Rater Reliability ◽  
Video Assessment ◽  
Gross Motor Development ◽  
Ball Skills

The Test of Gross Motor Development (TGMD) is one of the most common tools for assessing the fundamental movement skills (FMS) in children between 3 and 10 years. This study aimed to examine the intra-rater and inter-rater reliability of the TGMD—3rd Edition (TGMD-3) between expert and novice raters using live and video assessment. Five raters [2 experts and 3 novices (one of them BSc in Physical Education and Sport Science)] assessed and scored the performance of the TGMD-3 of 25 healthy children [Female: 60%; mean (standard deviation) age 9.16 (1.31)]. Schoolchildren were attending at one public elementary school during the academic year 2019–2020 from Santiago de Compostela (Spain). Raters scored each children performance through two viewing moods (live and slow-motion). The ICC (Intraclass Correlation Coefficient) was used to determine the agreement between raters. Our results showed moderate-to-excellent intra-rater reliability for overall score and locomotor and ball skills subscales; moderate-to-good inter-rater reliability for overall and ball skills; and poor-to-good for locomotor subscale. Higher intra-rater reliability was achieved by the expert raters and novice rater with physical education background compared to novice raters. However, the inter-rater reliability was more variable in all the raters regardless of their experience or background. No significant differences in reliability were found when comparing live and video assessments. For clinical practice, it would be recommended that raters reach an agreement before the assessment to avoid subjective interpretations that might distort the results.

Gross motor development is delayed following early cardiac surgery

2012 ◽  
Vol 22 (5) ◽  
pp. 574-582 ◽  
Author(s):  
Suzanne H. Long ◽  
Susan R. Harris ◽  
Beverley J. Eldridge ◽  
Mary P. Galea
Keyword(s):  
Cardiac Surgery ◽  
Motor Development ◽  
Hospital Length ◽  
Hospital Length Of Stay ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Surgical Critical Care ◽  
Motor Outcome ◽  
First Year Of Life ◽  
Study Participants

AbstractObjectiveTo describe the gross motor development of infants who had undergone cardiac surgery in the neonatal or early infant period.MethodsGross motor performance was assessed when infants were 4, 8, 12, and 16 months of age with the Alberta Infant Motor Scale. This scale is a discriminative gross motor outcome measure that may be used to assess infants from birth to independent walking. Infants were videotaped during the assessment and were later evaluated by a senior paediatric physiotherapist who was blinded to each infant's medical history, including previous clinical assessments. Demographic, diagnostic, surgical, critical care, and medical variables were considered with respect to gross motor outcomes.ResultsA total of 50 infants who underwent elective or emergency cardiac surgery at less than or up to 8 weeks of age, between July 2006 and January 2008, were recruited to this study and were assessed at 4 months of age. Approximately, 92%, 84%, and 94% of study participants returned for assessment at 8, 12, and 16 months of age, respectively. Study participants had delayed gross motor development across all study time points; 62% of study participants did not have typical gross motor development during the first year of life. Hospital length of stay was associated with gross motor outcome across infancy.ConclusionActive gross motor surveillance of all infants undergoing early cardiac surgery is recommended. Further studies of larger congenital heart disease samples are required, as are longitudinal studies that determine the significance of these findings at school age and beyond.

scholarly journals Reliability Assessment of Scores From Video-Recorded TGMD-3 Performances

2017 ◽  
Vol 5 (1) ◽  
pp. 59-68 ◽  
Author(s):  
Pauli Olavi Rintala ◽  
Arja Kaarina Sääkslahti ◽  
Susanna Iivonen
Keyword(s):  
Motor Development ◽  
Interrater Reliability ◽  
Intraclass Correlation ◽  
Kappa Statistic ◽  
Intrarater Reliability ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Percent Agreement ◽  
Two Samples ◽  
Ball Skills

This study examined the intrarater and interrater reliability of the Test of Gross Motor Development—3rd Edition (TGMD-3). Participants were 60 Finnish children aged between 3 and 9 years, divided into three separate samples of 20. Two samples of 20 were used to examine the intrarater reliability of two different assessors, and the third sample of 20 was used to establish interrater reliability. Children’s TGMD-3 performances were video-recorded and later assessed using an intraclass correlation coefficient, a kappa statistic, and a percent agreement calculation. The intrarater reliability of the locomotor subtest, ball skills subtest, and gross motor total score ranged from 0.69 to 0.77, and percent agreement ranged from 87 to 91%. The interrater reliability of the locomotor subtest, ball skills subtest, and gross motor total score ranged from 0.56 to 0.64. Percent agreement of 83% was observed for locomotor skills, ball skills, and total skills, respectively. Hop, horizontal jump, and two-hand strike assessments showed the most difference between the assessors. These results show acceptable reliability for the TGMD-3 to analyze children’s gross motor skills.

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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