scholarly journals Examining the Antecedent Role of Movement Proficiency in Child Development: Study Protocol

2021 ◽  
Vol 12 ◽  
Author(s):  
Catherine M. Capio ◽  
Kerry Lee ◽  
Rachel A. Jones ◽  
Rich S. W. Masters
Keyword(s):  
Early Childhood ◽  
Social Skills ◽  
Child Development ◽  
Training Program ◽  
Active Control ◽  
Motor Skills ◽  
Skills Training ◽  
Fine Motor ◽  
Movement Skills

Background: Decades of research, largely from associational studies, show that the relationships of movement proficiency with the cognitive and social aspects of development are particularly strong in early childhood. Children who move proficiently tend to have better cognitive skills and social behaviors. However, the mechanisms that underpin these relationships remain unclear and research that explores causation is necessary. This study will explore the antecedent role of movement proficiency in the cognitive and social domains of child development, by examining whether a targeted movement skills training program facilitates improvements in cognitive and social skills.Methods: A group-randomized controlled trial will be conducted, implementing a fundamental movement skills training program in Hong Kong kindergartens. Participants will consist of children aged 3–5 years (N = 158) who will be randomly allocated by class to either a training or active control condition. The training program (10 weeks × 2 bouts) will be informed by an error-reduced approach to skills learning, which will involve careful design and manipulation of equipment and training environment to minimize practice errors. The active control condition will consist of typical movement activities implemented in the kindergartens in the context of the local curriculum guide. Outcomes will be measured using standardized tests of gross motor skills proficiency, executive functioning, and social skills. Measurements will occur at baseline, mid-training, post-training, and follow-up. Latent variable longitudinal modeling will be used to analyze changes in the outcomes, with covariates that include sex, body composition, fine motor skills, and physical activity.Expected Results: The findings will subsequently be reported consistent with the Consolidated Standards of Reporting Trials (CONSORT) statement. Contributions to knowledge and understanding of child development are expected, through evidence of causal mechanisms surrounding the relationship of motor with cognitive and social development. The findings will also inform policy and practice related to early childhood development and education.

scholarly journals A comparison of the effects of maternal anxiety and depression on child development

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
S Gete ◽  
R Calderon-Margalit ◽  
I Grotto ◽  
A Ornoy
Keyword(s):  
Depressive Symptoms ◽  
Social Skills ◽  
Child Development ◽  
Maternal Depression ◽  
Motor Skills ◽  
Maternal Education ◽  
Significant Risk ◽  
Maternal Anxiety ◽  
Fine Motor ◽  
Depression And Anxiety

Abstract Background Most studies on the association between the mental health of mothers and the development of their offspring have focused on maternal depression, but only a few have investigated the association between maternal anxiety and child development. We aimed to compare the associations between maternal depression and anxiety symptoms 6-8 weeks postpartum and infant development at 1 year. Methods We conducted a longitudinal study of 396 mother-child dyads. The mothers were recruited after birth in 3 different hospitals in Israel in 2017 and were followed for one year. Mothers were assessed by completing the General Anxiety Disorder-7 (GAD-7) questionnaire and the Edinburgh Postnatal Depression Scale (EPDS) 6-8 weeks postpartum. Child development was assessed by the Ages & Stages Questionnaires (ASQ-3) at 12 months. Multivariate linear regressions were used to explore the relationship between the EPDS and GAD-7 scores and child development, all as continuous variables, adjusting for maternal education, parity, and gender. Results Depressive symptoms postpartum were only associated with poor personal-social skills (β=-0.5, 95% CI: -0.91, -0.08). Increasing maternal anxiety was associated with poorer development in communication skills (β =-0.48, 95% CI: -0.93, -0.04), personal-social skills (β =-1.02, 95% CI: -1.58, -0.46), solving problems skills (β =-0.7, 95% CI: -1.27, -0.14) and fine motor skills (β =-0.46, 95% CI: -0.9, -0.02). Neither anxiety nor depressive symptoms were associated with gross motor skills. Controlling for quality of attachment, the associations of depression and anxiety with development were no longer significant, suggesting mediation. Conclusions Postpartum anxiety was a stronger predictor of low developmental scores than depression, and associations were probably mediated by impaired attachment. Identifying and supporting mothers experiencing anxiety after birth may mitigate the risk of developmental delays in children. Key messages Maternal anxiety was found to be a significant risk factor for developmental delay at 1 year of age. The association between maternal anxiety and child development was probably mediated by attachment.

scholarly journals PENINGKATAN KEMAMPUAN MOTORIK HALUS ANAK USIA DINI MELALUI KEGIATAN MERONCE MENGGUNAKAN MANIK-MANIK PADA KELOMPOK B2 DI TK AL- HAMID KECAMATAN KAWALU KOTA TASIKMALAYA

2020 ◽  
Vol 2 (2) ◽  
pp. 150-162
Author(s):  
Ghina Khansa Khayyirah ◽  
Sumardi Sumardi ◽  
Elan Elan ◽  
Gilar Gandana
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Motor Skills ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Fine Motor ◽  
Body Parts ◽  
Research Model ◽  
Hand Motion ◽  
Movement Skills

ABSTRACTMotoric skills are abilities that involve muscles in certain body parts such as fingers. One activity that can improve the motoric skills of early childhood is through meronce activities using beads. This study aims to describe the ability of teachers in planning the learning of motoric skills of early childhood through the activity of meronce in group B2 in TK Al-Hamid, describing the ability of teachers in the process of learning fine motor skills of early childhood through meronce using beads in group B2 in TK Al-Hamid, and describes the teacher's ability to improve the motoric skills of early childhood through meronce using beads in the B2 TK Al-Hamid group. The motoric aspects studied include second-hand motion skills, limb movement skills related to fingers, and skills that are able to coordinate the eyes with the hands. This type of research is Classroom Action Research. With the research model of Kemmis and Mc. Taggart. Data analysis in this study researchers used qualitative data and quantitative data. The subjects in this study were 10 early childhood children from B2 TK TK Al-Hamid group, namely 7 boys and 3 girls. The results of this study indicate that children's motoric skills have increased after being given meronce activities using beads.  Kemampuan motorik halus adalah kemampuan yang melibatkan otot-otot pada bagian tubuh tertentu seperti jari tangan. Salah satu kegiatan yang dapat meningkatkan kemampuan motorik halus anak usia dini yaitu melalui kegiatan meronce menggunakan manik-manik. Penelitian ini bertujuan untuk peningkatan kemampuan motorik halus anak usia dini melalui egiatan meronce memnggunakan manik-manik pada kelompok B2 di Tk Al- Hamid Kecamatan Kawalu Kota Tasikmalaya. Aspek motorik halus yang diteliti antara lain, keterampil dalam menggunkan jari-jemari tangan untuk melakukan aktivitas, terampil dalam menggerakkan jari-jemari tangan, terampil dalam mengerakan kedua tangan, pengendalian gerak, melakukan gerakan terkoordinasi terkontro, terampil dalam kecermatan dan ketepatan.. Jenis penelitian ini yaitu Penelitian Tindakan Kelas. Dengan model penelitian Kemmis dan Mc. Taggart. Analisis data dalam penelitian ini peneliti menggunakan data kualitatif dan data kuantitatif. Subjek dalam penelitian ini adalah anak usia dini kelompok B2 Tk Al- Hamid berjumlah 10 orang, yaitu 6 orang anak laki-laki dan 4 orang anak perempuan. Hasil penelitian ini menunjukan bahwa kemampuan motorik halus anak mengalami peningkatan setelah diberikan kegiatan meronce menggunakan manik-manik. 

Yet Another Social Skills Training Program for Children: Why?

PsycCRITIQUES ◽  
2011 ◽  
Vol 56 (48) ◽  
Author(s):  
Georgette Yetter ◽  
Catherine Laterza
Keyword(s):  
Social Skills ◽  
Training Program ◽  
Social Skills Training ◽  
Skills Training

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.

scholarly journals Differences in Adolescents With Down Syndrome and Asperger in a Social Skills Training Program

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110088
Author(s):  
María Auxiliadora Robles-Bello ◽  
David Sánchez-Teruel ◽  
Nieves Valalencia-Naranjo ◽  
Francisca Barba Colmenero
Keyword(s):  
Down Syndrome ◽  
Social Skills ◽  
Training Program ◽  
Social Skills Training ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Skills Training ◽  
Learning Potential ◽  
The Social ◽  
Study Results

Background/Objective: Researchers have traditionally reported that individuals with Down syndrome possess a strength in their social development, yet the opposite occurs with Asperger’s syndrome. Based on this premise, we sought to assess effectiveness of the social skills training program. Method: Thirty adolescents aged 11 to 14 years with Down syndrome and Asperger’s syndrome participated in the study. Results: Significant differences between both groups were detected in the posttreatment measures and a connection was found between adolescents’ learning potential and the benefits gained. Conclusions: The training program is effective at improving the social skills under evaluation in adolescents with Down syndrome; however, this benefit is greater among adolescents with Asperger’s syndrome.

Self-regulation moderates the relationship between fine motor skills and writing in early childhood

2021 ◽  
Vol 57 ◽  
pp. 239-250
Author(s):  
Madison C. Chandler ◽  
Hope K. Gerde ◽  
Ryan P. Bowles ◽  
Kyla Z. McRoy ◽  
Matthew B. Pontifex ◽  
...  
Keyword(s):  
Early Childhood ◽  
Motor Skills ◽  
Self Regulation ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
The Relationship
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