scholarly journals Demographic factors associated with young children’s motor creativity

2020 ◽  
Vol 15 (5) ◽  
pp. 1307-1319
Author(s):  
Nezahat Hamiden Karaca ◽  
Halil Uzun ◽  
Şermin Metin ◽  
Neriman Aral
Keyword(s):  
Motor Skills ◽  
Creative Thinking ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
General Information ◽  
Demographic Characteristics ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Mother’S Age ◽  
Movement Test

This study investigated factors that are associated with the creative motor skills of young children. We recruited through random sampling 233 typically developing children attending preschool or kindergarten in Afyonkarahisar, Turkey. We administered a “General Information Form” to gather the children’s demographic characteristics and the “Thinking Creatively in Action and Movement Test” to evaluate the children’s creative motor skills level. We analyzed the children and familys’ demographic characteristics with frequency and percentage values, and we analyzed the TCAM with multiple linear regression analysis to determine whether independent variables predicted creativity on the TCAM. Our results showed that, among the sub-dimensions of the TCAM, the mother’s age and profession best predicted the sub-dimension of fluency and the mother’s profession best predicted the sub-dimension of novelty. Regarding, the sub-dimension of children's creative motor-imagination, neither the children’s gender or age, the parents’ age, education or occupation were significant predictors. Keywords: Creativity;  creative thinking; motor creativity

scholarly journals Field Trips Strategies and Keys to Determination on Discovery Learning in Lower-Plants Botany

2020 ◽  
Vol 55 (4) ◽  
Author(s):  
Pamella Mercy Papilaya
Keyword(s):  
Creative Thinking ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Field Trip ◽  
Field Trips ◽  
Classification Systems ◽  
Discovery Learning ◽  
National Education ◽  
National Education System ◽  
Lower Plants

How to identify plants according to the hierarchy or level of taxonomy to find the scientific name of the plant species is a very difficult task for students. The field trip strategies and discovery learning models can be used to see the usage of science processing skills in students. Learning settings that involve activeness, creativity, learning outcomes, and creative thinking abilities of students in accordance with the national education system are still in development. This is required to overcome educational problems such as lower levels of the abovementioned abilities, based on conventional and teacher-centred learning. This study aimed to determine the effect of applying the field trip strategy and the use of key media of determination to improve the discovery ability of students in the classification systems of lower-plants botany. The results of multiple linear regression analysis showed that there was an effect of the application of field trips strategy and the use of key determination on the ability of students in the concept of lower-plant botany courses.

scholarly journals Accuracy and variability in early spontaneous word production: The effects of age, frequency and neighbourhood density

2019 ◽  
Vol 40 (2) ◽  
pp. 128-150
Author(s):  
Samuel David Jones
Keyword(s):  
Motor Skills ◽  
Speech Sound ◽  
Word Production ◽  
Bayesian Regression ◽  
Future Research ◽  
Typically Developing ◽  
Speech Sound Disorder ◽  
Typically Developing Children ◽  
Explanatory Account ◽  
Typical Range

High rates of error and variability in early word production may signal speech sound disorder. However, there is little consensus regarding the degree of error and variability that may be expected in the typical range. Relatedly, while variables including child age, word frequency and word phonological neighbourhood density are associated with variance in word production accuracy and variability, such effects remain under-examined in spontaneous speech. This study measured the accuracy and variability of 234,551 spontaneous word productions from five typically developing children in the Providence corpus (0;11–4;0). Using Bayesian regression, accuracy and variability rates were predicted by age, input frequency, phonological neighbourhood density, and interactions between these variables. Between 61% and 72% of word productions were both inaccurate and variable according to strict criteria. However loosening these criteria to accommodate production inconsistencies unlikely to be considered erroneous (e.g. the target /æləɡeɪtəɹ/ pronounced /ælɪɡeɪtəɹ/) reduced this figure to between 10% and 17%, with the majority of word productions then classed as accurate and stable (48%–58%). In addition, accuracy was higher and variability was lower in later months of sampling, and for high frequency words and high density words. The author discusses the implications of these results for future research and the differential diagnosis of speech sound disorder, and presents an explanatory account of findings emphasizing the development of oral-motor skills and increasingly detailed phonological word representations.

Handwriting Delay in Dyslexia: Children at the End of Primary School Still Make Numerous Short Pauses When Producing Letters

2020 ◽  
Vol 53 (3) ◽  
pp. 163-175 ◽  
Author(s):  
Denis Alamargot ◽  
Marie-France Morin ◽  
Erika Simard-Dupuis
Keyword(s):  
Primary School ◽  
Motor Skills ◽  
Developmental Dyslexia ◽  
The Other ◽  
Chronological Age ◽  
Reading Disorder ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Reading

Developmental dyslexia is defined as a specific reading disorder but is also thought to be underpinned by a deficit in motor skills that may well affect handwriting performance. However, the results of studies addressing this issue are not consistent. The present study was, therefore, designed to better understand the functioning of handwriting in children with dyslexia, by conducting an analysis of the legibility and fluency of handwritten letters, supplemented by an assessment of motor skills. The performances of 15 children with dyslexia ( Mage = 11.4 years) were compared with those of two groups of typically developing children, one matched for chronological age, the other for orthographic level ( Mage = 8.7 years) on two handwriting measures (production of the letters of the alphabet and the child’s first name and surname). Results revealed a delay in motor skills, as well as in letter legibility, letter production duration, and the number of short pauses (i.e., lasting between 20 and 199 ms) made during letter production, in the children with dyslexia, with strong negative correlations between motor skills and the number of short pauses. Results are discussed in the context of handwriting control development in children, and perspectives are set out for practitioners.

scholarly journals Differences and Similarities in Predictors of Expressive Vocabulary Development between Children with Down Syndrome and Young Typically Developing Children

2021 ◽  
Vol 11 (3) ◽  
pp. 312
Author(s):  
Kari-Anne B. Næss ◽  
Johanne Ostad ◽  
Egil Nygaard
Keyword(s):  
Down Syndrome ◽  
Motor Skills ◽  
Vocabulary Development ◽  
Receptive Vocabulary ◽  
Auditory Memory ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Oral Motor

The purpose of this study was to examine potential differences in the predictors of expressive vocabulary development between children with Down syndrome and typically developing children to support preparation for intervention development. An age cohort of 43 children with Down syndrome and 57 typically developing children with similar nonverbal mental age levels were assessed at three time points. Linear mixed models were used to investigate the predictors of expressive vocabulary over time. Both groups achieved progress in expressive vocabulary. The typically developing children had steeper growth than the children with Down syndrome (1.38 SD vs. 0.8 SD, p < 0.001). In both groups, receptive vocabulary, auditory memory, and the home literacy environment were significant predictors of development. In the children with Down syndrome, the phonological awareness and oral motor skills were also significant. Group comparisons showed that receptive vocabulary, auditory memory and oral motor skills were stronger predictors in the children with Down syndrome than in the typically developing children. These results indicate that children with Down syndrome are more vulnerable when it comes to risk factors that are known to influence expressive vocabulary than typically developing children. Children with Down syndrome therefore require early broad-based expressive vocabulary interventions.

scholarly journals The relationship between motor skills and cognitive skills in 4–16 year old typically developing children: A systematic review

2015 ◽  
Vol 18 (6) ◽  
pp. 697-703 ◽  
Author(s):  
Irene M.J. van der Fels ◽  
Sanne C.M. te Wierike ◽  
Esther Hartman ◽  
Marije T. Elferink-Gemser ◽  
Joanne Smith ◽  
...  
Keyword(s):  
Systematic Review ◽  
Motor Skills ◽  
Cognitive Skills ◽  
Typically Developing ◽  
Typically Developing Children ◽  
The Relationship

scholarly journals Fine Motor Skills and Unsystematic Spatial Binding in the Common Region Test: Under-Inclusivity in Autism Spectrum Disorder and Over-Inclusivity in Attention-Deficit Hyperactivity Disorder

2020 ◽  
Vol 8 (3) ◽  
pp. 544-568
Author(s):  
Christiane Lange-Küttner ◽  
Ridhi Kochhar
Keyword(s):  
Motor Skills ◽  
Autism Spectrum ◽  
Fine Motor ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Common Region ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Children With Asd ◽  
The Common

Introduction: The Common Region Test (CRT) is useful for predicting children’s visual memory as individual object-place binding predicted better object memory while objects-region coding predicted better place memory. Aim: To test children with autism spectrum disorder (ASD) and attention-deficit hyperactivity disorder (ADHD) with regards to spatial binding in the CRT. Methods: 19 children with ASD and 20 children with ADHD were gender-matched with 39 typically developing children by chronological age and with another 39 children by verbal mental age as control groups (N = 117) and tested with the CRT and Bender Gestalt test. Results: Children with ASD and ADHD showed more unsystematic coding than typically developing children. This was due to lower fine motor skills, and in children with ADHD also because of reduced verbal naming. Almost all children with ASD presented the less mature under-inclusive Type I unsystematic coding which included object-place binding, while children with ADHD showed the over-inclusive Type II unsystematic coding that was overriding the Gestalt-like properties of proximity and similarity. Conclusions: It was demonstrated that the CRT is a useful screening instrument for ASD and ADHD that shows that their spatial categorization varies in their unsystematic visuo-spatial classification due to fine motor skill deficiencies.

Motor, Cognitive, and Socioemotional Skills Among Children With Disabilities Over Time

2020 ◽  
pp. 002246692094080
Author(s):  
W. Catherine Cheung ◽  
Hedda Meadan ◽  
Sa Shen
Keyword(s):  
Motor Skills ◽  
Cognitive Skills ◽  
Children With Disabilities ◽  
Fine Motor ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Socioemotional Skills ◽  
Over Time

Preschoolers demonstrate rapid growth in motor, cognitive, and socioemotional (SE) skills. The Early Childhood Longitude Study–Birth Cohort was used to investigate the discrepancy in fine motor, gross motor, cognitive, and SE skills between children with and without disabilities. Findings indicated that, compared with typically developing children (TDC), children with disabilities (CWD) have (a) significant discrepancies in preschool and kindergarten among these skills, (b) an increased discrepancy in fine motor and cognitive skills from preschool to kindergarten, (c) the largest gaps in gross motor skills at preschool and kindergarten, and (d) no significant change in SE gaps from preschool to kindergarten. The findings provide evidence to support the discrepancies in motor, cognitive, and SE skills between CWD and TDC that occur as early as preschool, and that these discrepancies are not getting smaller as children enter kindergarten.

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