scholarly journals Prediction of Executive Functions Based on Impairment in Motor and Linguistic Growth

2020 ◽  
Vol 26 (2) ◽  
pp. 188-199
Author(s):  
Karim Abdolmohamadi ◽  
◽  
Ahmad Ashouri ◽  
Farhad Ghadiri Sourman Abadi ◽  
Ali Mohammadzadeh ◽  
...  
Keyword(s):  
Executive Functions ◽  
Language Proficiency ◽  
Motor Skills ◽  
Cognitive Processes ◽  
Motor Development ◽  
Language Skills ◽  
Statistical Population ◽  
Multi Stage ◽  
Academic Year ◽  
Regression Tests

Objectives: Executive functions refer to the use of cognitive processes to control thoughts and emotions. The purpose of this study was to predict impairment in executive functions, based on impairment in motor and linguistic growth in children. Methods: The research method is descriptive correlational. The statistical population of this study was all students of elementary school studying in the academic year of 2018-2019 in Tabriz City, AMONG them 700 were selected in a multi-stage cluster. In the next step, their parents were asked to complete the Coolidge Neuropsychological and Personality Questionnaire (2002) and FTF-5 -15 questionnaire. The data were analyzed by Simultaneous Regression tests. Results: The results showed that defective motor skills, language proficiency, and communication skills cause an executive function disorder. Conclusion: Language skills and motor development are factors that are effective in the growth of executive functions.

Effects of Physical Exercise Intervention on Motor Skills and Executive Functions in Children With ADHD: A Pilot Study

2015 ◽  
Vol 23 (4) ◽  
pp. 384-397 ◽  
Author(s):  
Chien-Yu Pan ◽  
Chia-Liang Tsai ◽  
Chia-Hua Chu ◽  
Ming-Chih Sung ◽  
Chu-Yang Huang ◽  
...  
Keyword(s):  
Executive Functions ◽  
Motor Skills ◽  
Motor Development ◽  
Color Word ◽  
Training Group ◽  
Wisconsin Card Sorting Test ◽  
Table Tennis ◽  
Word Condition ◽  
Object Control ◽  
Children With Adhd

Objective: This study examined the effect of a 12-week table tennis exercise on motor skills and executive functions in children with ADHD. Method: Fifteen children with ADHD received the intervention, whereas 15 children with ADHD and 30 typically developing children did not. The Test of Gross Motor Development–2, Stroop, and Wisconsin Card Sorting Test (WCST) were conducted before and after the intervention. Results: After the intervention, the ADHD training group scored significantly higher in the locomotor as well as object-control skills, Stroop Color–Word condition, and WCST total correct performance compared with the ADHD non-training group, and we noted improvements in the locomotor as well as object-control skills, Stroop Color–Word condition, and three aspects of the WCST performances of the ADHD training group over time. Conclusion: A 12-week table tennis exercise may have clinical relevance in motor skills and executive functions of children with ADHD.

scholarly journals Effects of Fine Motor Development in the Subsequent Expressive and Receptive Language Skills of Children with Special Needs

2020 ◽  
Vol 3 (2) ◽  
pp. 143-144
Author(s):  
David Karlo I. Equipaje ◽  
Deborah Natalia E. Singson
Keyword(s):  
Special Needs ◽  
Motor Skills ◽  
Motor Development ◽  
Language Skills ◽  
Expressive Language ◽  
Development Program ◽  
Receptive Language ◽  
Fine Motor ◽  
International Studies ◽  
Fine Motor Skills

Studies related to developmental psychology have long recognized the importance of motor development but have recently begun to systematically map out its subsequent developmental pathways.  In many international studies, finding evidence on the effects of fine motor skills development on children's language skills with special needs (CSNs) has significantly grown much interest.  Fine motor skills and language skills play a vital role in a child's early development.  Hence, the study describes the level of performance in the fine motor domain, expressive language domain, and receptive language domain of preschool-aged CSNs of a private intervention center in Bacolod City during the school year 2019-2020. Likewise, it explores the existing relationship of the fine motor skills and language skills between the CSN's age and sex before and after participating in a fine motor development program.  Also, it determines the subsequent consequences of the fine motor development program on the expressive language skills and receptive language skills of the CSNs.

scholarly journals Effectiveness of Cognitive Emotional Training on Psychological Capitals in the Students with Oppositional Defiant Disorder (ODD)

2020 ◽  
Author(s):  
Mehrangiz Farazmand ◽  
Mahdi Aghapour
Keyword(s):  
Oppositional Defiant Disorder ◽  
Psychological Capital ◽  
Control Group ◽  
Control Groups ◽  
Statistical Population ◽  
Social And Emotional ◽  
Oppositional Defiant ◽  
Multi Stage ◽  
And Control ◽  
Academic Year

Background: The present study was conducted aiming to determine the effectiveness of Cognitive Emotional Training on psychological capitals in the students with Oppositional Defiant Disorder (ODD). Method: It was an experimental study with pretest, posttest and control group. The statistical population included adolescent with ODD studying at first high schools in the city of Tehran in academic year 2017-18. The samples included 30 adolescents with ODD who were selected through multi-stage clustered random sampling method and control groups (each group of 15). The experimental group received Cognitive Emotional Training during nine months while the control groups didn’t receive any intervention. Psychological capital and children and adolescents mental health questionnaires were used. The data analysis was conducted via SPSS 23 through ANCOVA (Due to separation of effect of pre-test scores) at the 0.05 error level. Results: The results showed that Cognitive Emotional Training has significantly influenced psychological capitals of the students with ODD (p < 0.001). Furthermore, the results showed that this therapy was able to significantly maintain its effect in time (p < 0.001). This training has been able to improve the psychological capital of students with ODD. Conclusion: According to the findings of the present study it can be concluded that Cognitive Emotional Training using social and emotional techniques can influence psychological capitals of the students with ODD. Therefore Cognitive Emotional Training can be applied as an effective therapy in order to psychological capitals of the students with ODD

scholarly journals MANFAAT BERENANG DAN TERAPI AIR PADA PERTUMBUHAN DAN PERKEMBANGAN BAYI & BALITA

2019 ◽  
Vol 5 (1) ◽  
pp. 43-49
Author(s):  
Ervin Rufaindah
Keyword(s):  
Literature Review ◽  
Motor Skills ◽  
Motor Development ◽  
Growth And Development ◽  
Developmental Disorders ◽  
Quantitative Methods ◽  
Language Skills ◽  
Google Scholar ◽  
Fine Motor ◽  
Water Therapy

Growth and development has increased rapidly at an early age, ie from 0-5 years. The period of child development during infancy is a basic growth that will influence and determine the development of language skills, creativity, social awareness, emotional and intelligence that goes quickly and is the foundation of the next development. As many as 16% of children under five in Indonesia experience developmental disorders, both smooth and rough motor development, hearing loss, lack of intelligence and delays. The method used was literature review study which includes systematic search of computerized database: EBSCOHOST, Google Scholar and Pubmed in the form of research journal totaling 10 journals published since 2010-2014. 10 journals using quantitative methods. This literature study tried to explain about the activities in the water such as swimming and water therapy for the growth and development of infants. The result showed that swimming or other aquatic activities can improve gross motor skills, fine motor skills and language skills in toddlers. Swimming and water therapy in toddler can be beneficial to support the growth and development of  baby and toddler.  Keywords : Swimming, Water Therapy, Growth And Development, Baby And Toddler ABSTRAK  Pertumbuhan dan perkembangan mengalami peningkatan yang pesat pada usia dini, yaitu dari 0-5 tahun. Periode tumbuh kembang anak pada masa balita merupakan pertumbuhan dasar yang akan mempengaruhi dan menentukan perkembangan kemampuan berbahasa, kreatifitas, kesadaran sosial, emosional dan intelegensia yang berjalan dengan cepat serta merupakan landasan perkembangan berikutnya. Sebanyak 16% balita di Indonesia  mengalami  gangguan  perkembangan, baik  perkembangan  motorik  halus  dan  kasar,  gangguan  pendengaran,  kecerdasan  kurang  dan  keterlambatan. Metode yang digunakan adalah  studi tinjauan literatur (literature review) meliputi studi pencarian sistematis database terkomputerisasi: EBSCOHOST, Google Scholar dan Pubmed  dalam bentuk jurnal penelitian berjumlah 10 jurnal yang diterbitkan sejak tahun 2010-2014. 10 jurnal menggunakan metode kuantitatif. Studi literatur ini mencoba memaparkan tentang aktifitas di air seperti berenang dan terapi air untuk pertumbuhan dan perkembangan bayi balita. Hasil mneunjukkan berenang atau aktifitas air lainnya dapat meningkatkan kemampuan motorik kasar, motorik halus dan kemampuan bahasa pada balita. Berenang dan terapi air pada balita dapat bermanfaat untuk mendukung pertumbuhan dan perkembangan bayi dan balita. Kata Kunci: Berenang, Terapi Air, Pertumbuhan Dan Perkembangan, Bayi Dan Balita

Time-Based Measures of Monitoring in Association With Executive Functions in Kindergarten Children

2020 ◽  
Vol 228 (4) ◽  
pp. 244-253 ◽  
Author(s):  
Sonja Kälin ◽  
Claudia M. Roebers
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Processes ◽  
Higher Order ◽  
Kindergarten Children ◽  
Metacognitive Monitoring

Abstract. Repeatedly, the notion has been put forward that metacognition (MC) and executive functions (EF) share common grounds, as both describe higher order cognitive processes and involve monitoring. However, only few studies addressed this issue empirically and so far their findings are rather inconsistent. Addressing the question whether measurement differences may in part be responsible for the mixed results, the current study included explicitly reported as well as time-based measures of metacognitive monitoring and related them to EF. A total of 202 children aged 4–6 years were assessed in terms of EF (inhibition, working memory, shifting) and monitoring. While there was no significant link between explicitly reported confidence and EF, latencies of monitoring judgments were significantly related to time- and accuracy-based measures of EF. Our findings support the association between EF and MC and the assumption that better inhibition abilities help children to engage in more thorough monitoring.

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

PENGEMBANGAN FISIK MOTORIK ANAK USIA DINI DENGAN BERMAI

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 67-77
Author(s):  
Farhatin Masrurah ◽  
Khulusinniyah Khulusinniyah
Keyword(s):  
Early Childhood ◽  
High Activity ◽  
Motor Skills ◽  
Motor Development ◽  
Rapid Growth ◽  
Skills Development ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Gross Motor ◽  
Gross Motor Skills

The first five years of a children’s age is the period of rapid growth with physical and motor development. Those process will develop well if stimulated continuously. Early childhood always identic with high activity requires the opportunity to express their abilities. Therefore playing method is very urgent inchildren’s gross motor skills and fine motor skills development through a variety of playing activities both indoors and outdoors. Playing is an activity that cannot be separated from early childhood’s world. All playing activities will be carried out happily. By the same token learning by playing will be done happily without any sense of being forced or oppressed.

Pemetaan Pengetahuan Guru TK tentang Keterampilan Gerak Dasar Anak TK

2019 ◽  
Vol 5 (2) ◽  
pp. 76
Author(s):  
Nila Fitria ◽  
Rohita Rohita
Keyword(s):  
Survey Research ◽  
Motor Skills ◽  
Motor Development ◽  
Quantitative Methods ◽  
Educational Background ◽  
Kindergarten Teachers ◽  
Teacher Assessment ◽  
Kindergarten Children ◽  
Basic Movement ◽  
Basic Motion

<p><em>Abstrak</em><strong> - Pertumbuhan perkembangan dan belajar melalui aktivitas jasmani akan mempengaruhi tiga ranah dalam pendidikan yang meliputi ranah kognitif (menyadari gerak), ranah psikomotor (pertumbuhan biologis, kesehatan, kebugaran jasmani), dan ranah afektif (rasa senang, aktualisasi diri, konsep diri) [1]. Permasalahan yang tampak di era digital ini, terbatasnya kemampuan motorik anak dikarenakan anak-anak usia dini sudah terpapar oleh <em>gadget </em>sejak dini. Sehingga kemampuan motorik anak era digital terbatas karena pengaruh <em>gadget. </em>Tujuan dari penelitian ini adalah mengetahui tingkat pengetahuan guru keterampilan gerak dasar anak TK. </strong><strong>Penelitian ini dilakukan dengan metode kuantitatif dengan jenis penelitian survei. Penelitian survei merupakan penelitian yang menggunakan kuesioner sebagai instrumen penelitian. </strong><strong>Penelitian yang dilakukan di Taman Kanak-Kanak yang berada pada Gugus Cut Nyak Dien. 32 guru TK yang berada di Gugus Cut Nyak Dien dengan latar belakang pendidikan dari sarjana pendidikan, 65% masa kerjanya 2 tahun. Terdapat 15 guru TK yang memiiki pengetahuan yang tinggi dalam pengetahuan keterampilan gerak dasar. Terdapat 6 guru TK yang memiliki pengetahuan dalam kategori sedang terhadap pengetahuan keterampilan gerak dasar pada motorik kasar. Serta terdapat 12 guru TK yang memiliki pengetahuan yang rendah terhadap pengetahuan keterampilan gerak dasar dalam motorik kasar anak TK. Sejumlah 18% dari jumlah guru memiliki pengetahuan mengenai gerak lokomotor dan 15% dari jumlah guru belum memiliki pengetahuan mengenai gerakan non-lokomotor. Guru dapat mengimplementasikan ketiga keterampilan gerak dasar dalam berbagai kegiatan motorik melalui menari, senam, dan bentuk permainan yang diciptakan oleh guru. Penilaian keterampilan gerak dasar dilakukan guru TK dan guru melalui pengamatan. Sejumlah 75% guru TK mengetahui tujuan stimulasi keterampilan gerak dasar anak yaitu untuk meningkatkan perkembangan motorik anak.</strong></p><p> </p><p><em>Abstract <strong>- </strong></em><strong>Developmental growth and learning through physical activity will affect the three domains in education which include cognitive domains (aware of motion), psychomotor domains (biological growth, health, physical fitness), and affective domain (pleasure, self-actualization, self-concept) </strong>[1]<strong>. Problems that appear in this digital era, limited motoric abilities of children because early childhood have been exposed to gadgets early. So that the digital motor skills of children are limited due to the influence of gadgets. The purpose of this study was to determine the level of teacher knowledge of basic movement skills of kindergarten children. This research was conducted with quantitative methods with the type of survey research. Survey research is a study that uses a questionnaire as a research instrument.</strong><strong><em> </em></strong><strong>Research carried out in kindergartens in Cut Nyak Dien's Cluster. 32 kindergarten teachers who are in Cut Nyak Dien Group with educational background from undergraduate education, 65% working period is 2 years. There are 15 kindergarten teachers who have high knowledge in basic motion skills knowledge. There are 6 kindergarten teachers who have knowledge in the moderate category of basic motion skills knowledge in gross motor skills. And there are 12 kindergarten teachers who have low knowledge of basic motion skills knowledge in rough motoric kindergarten children.A total of 18% of teachers have knowledge of locomotor motion and 15% of teachers have no knowledge of non-locomotor movements. TK teachers can implement all three basic motion skills in various motor activities through dancing, gymnastics, and forms of games created by the teacher. Assessment of basic motion skills is done by kindergarten teachers and teachers through observation. 75% of kindergarten teachers know the purpose of stimulating children's basic motion skills, namely to improve children's motor development.</strong></p><p><strong> </strong><strong><em>Keywords - </em></strong><em>Knowledge, Teacher, Skills, Basic movement</em></p>

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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