Decorative Drawings in Rhythmically Organized Drawings, as a Form of Building Motor Skills and Feelings of Coherence in Preschool Children

2021 ◽  
Vol 9 (1) ◽  
pp. 50-55
Author(s):  
Yoanna Dimitrova
Keyword(s):  
Preschool Children ◽  
Motor Skills ◽  
Sense Of Coherence ◽  
Necessary Condition ◽  
Exact Number ◽  
The Individual ◽  
Written Speech

When creating decorative drawings, preschool children build stylized forms – elements and ornaments, rhythmically connected in decorative compositions. The use of rhythm as the main mean of expression is the basis for the improvement of controlled motor skills, which are a necessary condition for the construction of written speech. Developing a sense of coherence between the individual elements and connecting them into a single whole is the challenge in building a decorative composition. The use of an exact number of decorative elements and their logical and rhythmic alternation in the composition help to build a sense of coherence and perfection in the decorative drawings of preschool children.

scholarly journals Research on the Relationship between Shared Leadership and Individual Creativity-Qualitative Comparative Analysis on the Basis of Clear Set

2021 ◽  
Vol 13 (10) ◽  
pp. 5445
Author(s):  
Muyun Sun ◽  
Jigan Wang ◽  
Ting Wen
Keyword(s):  
Comparative Analysis ◽  
Environmental Factors ◽  
Shared Leadership ◽  
Management Practices ◽  
Qualitative Comparative Analysis ◽  
Necessary Condition ◽  
The Individual ◽  
The Impact ◽  
The Relationship ◽  
Sufficient And Necessary Condition

Creativity is the key to obtaining and maintaining competitiveness of modern organizations, and it has attracted much attention from academic circles and management practices. Shared leadership is believed to effectively influence team output. However, research on the impact of individual creativity is still in its infancy. This study adopts the qualitative comparative analysis method, taking 1584 individuals as the research objects, underpinned by a questionnaire-based survey. It investigates the influence of the team’s shared leadership network elements and organizational environmental factors on the individual creativity. We have found that there are six combination of conditions of shared leadership and organizational environmental factors constituting sufficient combination of conditions to increase or decrease individual creativity. Moreover, we have noticed that the low network density of shared leadership is a sufficient and necessary condition of reducing individual creativity. Our results also provide management suggestions for practical activities during the team management.

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.

scholarly journals Assessing Motor Performance in Preschool Children: The Zurich Neuromotor Assessment-2 and the Movement Assessment Battery for Children-2

2021 ◽  
pp. 003151252110252
Author(s):  
Gerda van der Veer ◽  
Erica Kamphorst ◽  
Alexander Minnaert ◽  
Marja Cantell ◽  
Tanja H. Kakebeeke ◽  
...  
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Motor Skills ◽  
Motor Performance ◽  
Assessment Tools ◽  
Fine Motor ◽  
Assessment Battery ◽  
Movement Assessment ◽  
Zurich Neuromotor Assessment ◽  
Pearson Correlations

Comparing motor assessment tools that are available for young children is important in order to select the most appropriate clinical and research tools. Hence, this study compared motor performance assessed with the Zurich Neuromotor Assessment-2 (ZNA-2) to the Movement Assessment Battery for Children-2 (MABC-2). The sample consisted of 169 children, aged 3–5 years (87 boys; 51%). We used Pearson correlations to examine relationships between the ZNA-2 and MABC-2 component and total scores. In addition, Pearson correlations were performed between individual fine motor and balance items of the ZNA-2 and MABC-2. Results were that the total scores of the ZNA-2 and MABC-2 correlated moderately ( r = .40, p < .001). Non-significant to moderate correlations were found between components ( r = −.00 to .47) and between individual items of fine motor skills ( r = .04 to .38) and balance ( r = −.12 to .38). Thus, the ZNA-2 and MABC-2 measure partly similar and partly different aspects of motor performance.

The Effectiveness of Basic Dance Movement Therapy on the Completeness of Motoric Skill in Preschool Children

2021 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Sambodo Sriadi Pinilih ◽  
M. Khoirul Amin ◽  
Evi Rositasari
Keyword(s):  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Sampling Technique ◽  
Movement Therapy ◽  
Bivariate Analysis ◽  
P Value ◽  
Dance Movement Therapy ◽  
Dance Movement ◽  
Quasi Experimental

Motor development is one aspect of development that can integrate the development of other aspects. If the developmental aspect is not stimulated, the child's development will be delayed, so the child will have difficulty in following the learning process in elementary school. Basic Dance Movement Therapy is the provision of independent therapy. This study aims to determine the effectiveness of Basic Dance Movement Therapy on the Completeness of Motoric Skill in Preschool Children. This study used quasi-experimental with one group pre-post design. The sampling technique was Proportionate Stratified Random Sampling with a sample size of 58 children studying at Aisyiyah Playgroup, at Jamblang, Kaliabu Village, Salaman District and Az-Zahra NU Playgroup, Salaman District. Data analysis was performed using univariate and bivariate analysis with the Wilcoxon statistical test. There was a significant effectiveness of Basic Dance Movement Therapy and the completeness of motor skills of preschool children in Aisyiyah Playgroup, Jamblang, Kaliabu Village, Salaman District and Az-Zahra NU Playgroup,  Salaman, with a p-value of 0.000 (p <0.05). Basic Dance Movement Therapy is effective to improve the children's motoric skills. Suggestion: This study can be used as the basic for further research, namely modified therapy under normal conditions or combined with other methods that can be done online or offline.

Modelling of Teaching for Pre-School Children with Mental Retardation

2021 ◽  
Vol 2 (1) ◽  
pp. 29-38
Author(s):  
Olga Shapko
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
School Children ◽  
External World ◽  
Preschool Age ◽  
Necessary Condition ◽  
Effective Technique ◽  
Remedial Work ◽  
Model Algorithm ◽  
Purposeful Activity

The article discusses the experience of using models in remedial work with children with mental retardation of preschool age in kindergarten conditions. Examples of outlines of lessons with this category of preschool children 6-7 years old are offered. The reactions of children to the introduction of models are illustrated. The aim of the article is to show that models are an effective technique for children with mental retardation to perceive cognitive material, because they stimulate children to independent voluntary purposeful activity. This is facilitated by the model algorithm, which includes generalized images that are familiar to children and do not cause them difficulties. We have taken into account that for children with mental retardation the operation "comparison" is one of the difficult ones, but through it the relations between objects and phenomena of the external world are learned. Comparison therefore plays an important role in cognition Comparison helps to generalise and systematise knowledge. The process of comparison is a necessary condition for generalisation. The model can help children with mental retardation to find similarities between objects, which for them is rather more difficult than finding differences.

scholarly journals Development of the cardinality principle in Macedonian preschool children

Psihologija ◽  
2009 ◽  
Vol 42 (4) ◽  
pp. 459-475 ◽  
Author(s):  
Ana Nikoloska
Keyword(s):  
Preschool Children ◽  
Kindergarten Children ◽  
Pass Through ◽  
The Individual

Cardinality principle refers to the fact that the last number tag used in counting determines the cardinality of a set. Macedonian kindergarten children were tested with the give-a-number task for understanding of this principle. It was found that Macedonian children, unlike their western counterparts, pass through an additional stage, 5-knowers, before they master the cardinality principle. Also, the age at which they pass through the individual stages is somewhat higher than the age of children coming from western samples. Possible explanations are offered and discussed.

scholarly journals PROVIDING EARLY CHILDHOOD EDUCATION WITH PROGRAMS: UKRAINIAN AND EUROPEAN EXPERIENCE

2021 ◽  
Vol 33 (2) ◽  
pp. 221-235
Author(s):  
Olena Litichenko ◽  
Olena Kovalenko
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Preschool Education ◽  
State Standards ◽  
Individual Development ◽  
Normative Documents ◽  
Childhood Education ◽  
European Experience ◽  
The Individual

The article presents the results of theoretical study of normative documents of early childhood education of Ukraine and European Union countries; the opinion of authoritative scientists on the issue of providing early childhood education of Ukraine is examined. Attention is focused on the fact that the qualitative development of preschool children depends on the ability of teachers to ensure the individual development of each child, so the issue of creating a quality education program is especially relevant. Based on the analysis of discussion issues related to the providing early childhood educational institutions with programs, an empirical study of the awareness of preschool teachers and practitioners with the variety of educational programs for preschool institutions in Ukraine, their right to choose and create their own. Experience of Bulgaria, Lithuania, Great Britain, Switzerland is considered. The results of the analysis of state standards and programs for preschool education shows that there are common views on the education of preschool children in the European education. Іn this article, the authors prove the importance and necessity opportunity for teachers to create their own programs for the development of preschool children.

Sign in / Sign up

Export Citation Format

Share Document