scholarly journals Playing, then and now – differences in time and elements of play from parents’ perspective

2021 ◽  
Vol 11 (2) ◽  
pp. 99-119
Author(s):  
Ranko Rajović ◽  
Vanja Ković ◽  
Dragana Berić
Keyword(s):  
Motor Skills ◽  
Age Differences ◽  
Cognitive Skills ◽  
Physical Inactivity ◽  
General Trend ◽  
Fine Motor ◽  
Time Dimension ◽  
Children's Play ◽  
Significant Difference ◽  
Children’S Play

The question how the general trend toward physical inactivity and sedentary behavior affects children’s capabilities and cognitive skills is becoming increasingly important. The aim of this study was to compare children’s play time with parents’ play time at their child’s age, as well as the elements of play. A survey was conducted among parents of children aged 6 to 8 years. The results of the survey, which was based on a sample of 37 parents, showed that a child nowadays spends more time playing at home (110 minutes/day on average compared to the 96 minutes/day their parents played as children) and, conversely, with a statistically significant difference, only half the time their parents did playing outside (96 minutes/day on average compared to the 157 minutes/day on average that their parents spent at the same age). We also found a statistically significant difference in screen time in children today (93 minutes/day on average), which is three times as much as it used to be in their parents at that age. Differences were also evident in activities involving elements of rotation, balance, and dynamic accommodation, with most children now spending 0-15 minutes/day compared to parents who used to spend an hour or more on similar activities. For activities based on fine motor skills, half of the children nowadays spend 15-30 minutes/day, whereas half of the parents used to spend an hour or more. The contemporary lifestyle that is highly sedentary can affect many aspects of children’s play. The paper discusses differences of play in the time dimension and possible consequences of such behavior for child development.

Efficacy of fine motor and balance exercises on fine motor skills in children with sensorineural hearing loss

2021 ◽  
pp. 1-10
Author(s):  
Elsayed S. Mehrem ◽  
Lamyaa A. Fergany ◽  
Said A. Mohamed ◽  
Hany M. Fares ◽  
Roshdy M. Kamel
Keyword(s):  
Hearing Loss ◽  
Sensorineural Hearing Loss ◽  
Motor Skills ◽  
Motor Performance ◽  
Fine Motor ◽  
Control Group ◽  
Fine Motor Skills ◽  
Significant Difference ◽  
Balance Exercises ◽  
Fine Motor Performance

Background: Childhood hearing impairment is a major disability associated with delayed motor development. The affected Fine motor performance in children with sensorineural hearing loss (SNHL) could be due to dynamic balance deficits and visual-motor incoordination. Objective: This study was designed to investigate the effects of fine motor exercises with or without balancing exercises on fine motor skills in children with SNHL. Methods: One hundred and eighty (180) children their age ranged from 8 to 18 years old diagnosed with SNHL were selected. They were divided into three groups, 60 children (control group) practiced only their ordinary activities of daily living, 60 children (fine motor exercises group) practiced fine motor exercises, and 60 children (fine motor and balance exercise) group practiced fine motor and balance exercises. The outcomes were assessed by the Bruininks Oseretsky Test of the motor proficiency second edition scale (BOT-2). Results: Generally, there was a statistically significant difference between control group and fine motor exercises group where (p <  0.05), besides, there was a statistically significant difference between control group and fine motor and balance exercises group where (p <  0.05). But, there was no statistically significant difference between fine motor exercises group and fine motor and balance exercises group where (p >  0.05). Conclusions: The Fine Motor performance of children with SNHL has been improved by Fine motor with or without balancing exercises according to (BOT-2).

Sensorineural hearing loss imprint on fine motor skills: A pediatric and adolescent innovative study

2021 ◽  
pp. 1-8
Author(s):  
Roshdy M. Kamel ◽  
Samir M Mounir ◽  
Mohamed Ahmed Elbedewy ◽  
Mohamed M. Essa ◽  
Lamyaa A. Fergany ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Sensorineural Hearing Loss ◽  
Motor Skills ◽  
Sensorineural Hearing ◽  
Fine Motor ◽  
Normative Values ◽  
Control Group ◽  
P Value ◽  
Fine Motor Skills ◽  
Significant Difference

BACKGROUND: Sensorineural hearing loss is the most common type of permanent hearing impairment and results in balance and motor deficits in children which may affect and/or delay all developmental indicators. OBJECTIVE: The purpose of this study was to investigate the consequences of sensorineural hearing loss regarding fine motor skills in children and adolescents. METHODS: Two hundred children with an age range between 7 to 18 years and diagnosed with sensorineural hearing loss were selected from the Public School for the Deaf and Hard of Hearing in El-Minia district, Minia governorate, Egypt. The outcome was assessed by the use of Bruininks-Oseretsky Test of Motor Proficiency Second Edition scale (BOT-2) to measure fine motor skills. RESULTS: There was a statistically significant difference between the scores of Fine Motor Precision and Fine Motor Integration subtests of each study subgroup and its counterpart subgroup in the control group (normative values according to the scale) which has the same age and gender characteristics where p value equals (0.0008 or less, 0.0009 or less) respectively, with a large effect size less than –0.83. CONCLUSION: The findings of this study suggest that children with sensorineural hearing loss have a defect in their fine motor skills when compared to normal children of the same gender and age groups according to Bruininks-Oseretsky scale.

scholarly journals Short-Term Outcomes of Deep Brain Stimulation of the Subthalamic Nucleus in Patients with Parkinson’s Disease - Pilot Study

2018 ◽  
Vol 2 (4) ◽  
pp. 9-14
Author(s):  
Esra Dogru Huzmeli ◽  
Atilla Yilmaz ◽  
Bircan Yucekaya ◽  
Deran Oskay ◽  
Esra Okuyucu
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Deep Brain Stimulation ◽  
Motor Skills ◽  
Daily Living ◽  
Fine Motor ◽  
Short Term ◽  
Significant Difference ◽  
Falling Risk ◽  
Deep Brain

Background: Deep brain stimulation (DBS) of the subthalamic nucleus (STN) provides efficient treatment for the alleviation of motor signs in patients with Parkinson's disease (PD), but more studies about gait and functionality are needed. We aimed to understand whether short-term DBS treatment will can relieve the symptoms of PD patients, specifically we examined its effect on motor-cognitive-complication parameters, fine motor skills and daily living activity (DLA) of these patients. Method: Ten patients from Mustafa Kemal University Neurosurgery Department were recruited. The assessments were made twice, first time preoperatively, which was within one week prior to the surgery, second time postoperatively, which was 55-65 days post treatment. The motor scores, DLA scores, mental scores and complication scores were measured with Unified Parkinson's Disease Rating Scale (UPDRS), fine motor skills measured with The nine-hole peg test (9-HPT), balance measured with Berg Balance Scale (BBS) and falling risk measured with Timed Up and Go Test (TUG). Results: 10 patients (5 female, 5 male) aged between 40-60 (mean=49.44±6.69 years) were included in the study. Duration of the disease’s mean was 5.60 years. We found significant difference between pre-op and post-op results in UPDRS DLA, UPDRS motor, UPDRS complication, UPDRS total score and TUG tests (Table 2). There was no significant difference between preop-postop assessment in UPDRS mental, BBS and 9-HPT results (p>0.05). Discussion: Balance, walk and fine motor impairment occurs almost always in Parkinson’s disease and resulting in difficulties with daily living activities. We found that DBS has positive effect on PD complications, balance and walking abilities. PD patients that have falling risk and multiple motor symptoms may have benefit from DBS.

scholarly journals SOSIALISASI PENDIDIKAN KARAKTER BERBASIS KEARIFAN LOKAL PADA ANAK-ANAK DENGAN MEDIA PUZZLE DI KELURAHAN PENFUI TIMUR KECAMATAN KUPANG TENGAH KABUPATEN KUPANG

2019 ◽  
Vol 3 (1) ◽  
pp. 111
Author(s):  
Susilo Setyo Utomo ◽  
Djakariah Djakariah ◽  
Jonas Thene Jonas Thene
Keyword(s):  
Character Education ◽  
Cultural Values ◽  
Community Service ◽  
Motor Skills ◽  
Cognitive Skills ◽  
Fine Motor ◽  
Formal Learning ◽  
The World ◽  
The Media ◽  
Logic Training

ABSTRAKPengabdian kepada Masyarakat dilaksanakan di Kelurahan Penfui Timur Kecamatan Kupang Tengah Kabupaten Kupang. Target luaran yang diharapkan melalui kegiatan ini dapat dirumuskan sebagai berikut: (1) Anak-anak di Desa Penfui Timur dapat mengembangkan karakter, selain belajar formal. (2) Anak-anak di Desa Penfui Timur dapat mengaplikasikan pengalaman dan ilmu yang kami berikan dengan sarana puzzle, selama maupun setelah kegiatan ini berlangsung. (3) Anak-anak mengenal kekayaan dan nilai-nilai sosial budaya yang mereka miliki dan mengandung nilai-nilai karakter di dalamnya yang dapat diterapkan dalam kehidupan sehari-hari. (4) Anak-anak di Desa Penfui Timur dapat mencintai dan melestarikan budaya mereka. Metode yang digunakan dalam Pengabdian kepada masyarakat ini didesain dalam bentuk ceramah, diskusi dan sharing pendapat baik dengan anak maupun orang tuanya dalam rangka untuk menjawab masalah yang berkaitan dengan upaya menanamkan karakter berbasis nilai-nilai kearifan lokal pada anak-anak di Penfui Timur dan permainan anak-anak dengan media puzzle. Media puzzle sangat pas untuk dipakai karena puzzle identik dengan anak yaitu dunia bermain. Puzzle juga memiliki manfaat untuk meningkatkan keterampilan kognitif, keterampilan motorik halus, keterampilan sosial, keterampilan berinteraksi dengan orang lain, melatih koordinasi mata dengan tangan, melatih logika, melatih kesabaran, dan memperluas pengetahuan. Hasil dari kegiatan ini menunjukkan bahwa puzzle berbasis kearifan lokal memuat nilai-nilai karakter sebagai salah satu sarana dalam mengembangkan karakter  pada anak-anak. Dengan pertimbangan bahwa anak-anak lebih menyukai permainan ini karena dianggap menarik dan tidak membosankan.Kata Kunci: Pendidikan Karakter, Kearifan Lokal, Media Puzzle ABSTRACTCommunity Service is carried out in Penfui Timur Village, Kupang Tengah District, Kupang Regency. The expected output targets through this activity can be formulated as follows: (1) Children in East Penfui Village can develop their character, in addition to formal learning. (2) Children in Penfui Timur Village can apply the experience and knowledge that we provide using puzzles, both during and after this activity takes place. (3) Children recognize the wealth and socio-cultural values they have and contain character values that can be applied in daily life. (4) Children in East Penfui Village can love and preserve their culture. The method used in community service is designed in the form of lectures, discussions, and sharing of opinions both with children and their parents to answer problems related to efforts to instill character-based values of local wisdom in children in East Penfui and children's play with puzzle media. The media puzzle is very fitting to use because a puzzle is identical to children, namely the world of play. Puzzles also have benefits for improving cognitive skills, fine motor skills, social skills, interacting skills with others, training eye coordination with hands, training logic, training patience, and expanding knowledge. The results of this activity show that local wisdom-based puzzles contain character values as a means of developing character in children. With the consideration that children prefer this game because it is considered interesting and not boring. Keywords: Character Education, Local Wisdom, Media Puzzle

scholarly journals Communication skills in individuals with spastic diplegia

CoDAS ◽  
2015 ◽  
Vol 27 (2) ◽  
pp. 135-141 ◽  
Author(s):  
Dionísia Aparecida Cusin Lamônica ◽  
Cora Sofia Takaya Paiva ◽  
Dagma Venturini Marques Abramides ◽  
Jamile Lozano Biazon
Keyword(s):  
Communication Skills ◽  
Motor Skills ◽  
T Test ◽  
Fine Motor ◽  
Spastic Cerebral Palsy ◽  
Spastic Diplegia ◽  
Expressive Vocabulary ◽  
Gross Motor ◽  
Mental Age ◽  
Significant Difference

Purpose: To assess communication skills in children with spastic diplegia. Methods : The study included 20 subjects, 10 preschool children with spastic diplegia and 10 typical matched according to gender, mental age, and socioeconomic status. Assessment procedures were the following: interviews with parents, Stanford - Binet method, Gross Motor Function Classification System, Observing the Communicative Behavior, Vocabulary Test by Peabody Picture, Denver Developmental Screening Test II, MacArthur Development Inventory on Communicative Skills. Statistical analysis was performed using the values of mean, median, minimum and maximum value, and using Student's t-test, Mann-Whitney test, and Paired t-test. Results : Individuals with spastic diplegia, when compared to their peers of the same mental age, presented no significant difference in relation to receptive and expressive vocabulary, fine motor skills, adaptive, personal-social, and language. The most affected area was the gross motor skills in individuals with spastic cerebral palsy. The participation in intervention procedures and the pairing of participants according to mental age may have approximated the performance between groups. Conclusion : There was no statistically significant difference in the comparison between groups, showing appropriate communication skills, although the experimental group has not behaved homogeneously.

scholarly journals TheCorrelation and Influence between Mother’s Play Beliefs on Child’s Playfulness and Happiness

2021 ◽  
Vol 10 (10) ◽  
pp. 31-41
Author(s):  
Mi-Young An ◽  
◽  
Susie Yoon* ◽  
Bogyeong Yun ◽  
◽  
...  
Keyword(s):  
Parent Education ◽  
Participation Rate ◽  
Children's Play ◽  
Number Of Children ◽  
Significant Difference ◽  
Learning Centered ◽  
Children’S Play ◽  
Parent Groups ◽  
The One ◽  
The Relationship

This study was conducted with 157 mothers with children aged 3 to 5 who were living in attending a daycare center in J city to examine the correlation and influence between mothers' play beliefs and play participation on children's play performance and happiness. Specifically, we sought to answer the following: (1) Do mothers' play beliefs, children's playfulness, and infant happiness differ depending on the children's background variables? (2) What correlations and influences do mothers' play beliefs and the degree of play participation have on children's play performance? (3) What is the relationship between mothers' play beliefs, playfulness of children, and happiness of children? The data collection period was about two weeks from the fourth week of September to the first week of October 2018. For the collected data, t-test, Pearson's correlation analysis, multiple regression analysis, and one-way ANOVA were performed using the SPSS 22.0 program. The research results are as follows. First, according to the background variables of the children, the mother's play beliefs, the infant's playfulness, and the infant's happiness were different. The play support beliefs, there was no significant difference in the age of young children but mothers of 5-year-old children showed that they supported learning-centered beliefs more, and the level of play performance and happiness of 5-year-olds was the highest. According to the number of children, the two-child and multi-child parent groups supported the play support belief, and the one-child parents supported the learning support belief, and the children's playfulness and happiness were found to be highest in the order of multiple children, two children, and one child. Second, play support belief showed a significant correlation with play participation and children's play performance. The higher the mother's play support belief was, the higher the play participation rate and the higher the infant's playfulness were. Conversely, the more mothers held the learning-centered belief, the lower the play participation rate was. Third, the higher the mother's belief in play support, the higher the level of playfulness of children, and the level of playfulness were, the higher the happiness of children was. This study is meaningful in recognizing the importance of parents having the correct perception of children's play and in providing basic data for parent education to promote the development of playfulness and happiness in children.

scholarly journals SUPERVISED PHYSICAL TRAINING IMPROVES FINE MOTOR SKILLS OF 5-YEAR-OLD CHILDREN

2018 ◽  
Vol 24 (1) ◽  
pp. 9-12 ◽  
Author(s):  
Yugang Qi ◽  
Sijie Tan ◽  
Mingyang Sui ◽  
Jianxiong Wang
Keyword(s):  
Motor Skills ◽  
Physical Training ◽  
Training Session ◽  
Exercise Group ◽  
Fine Motor ◽  
Control Group ◽  
Fine Motor Skills ◽  
Level Of Evidence ◽  
Normal Children ◽  
Significant Difference

ABSTRACT Introduction: Fine motor skills are important for children not only in the activities of daily living, but also for learning activities. In the present study, the effects of supervised physical training were investigated in normal children. Objective: To evaluate the effects of supervised training by combining full-body exercise and the eye-hand coordination activities to improve fine motor skills in a group of five-year-old normal children. Methods: Fifty-two children were selected and randomized in exercise and control groups. The exercise group participated in three 30-minute training sessions per week for 24 weeks. Results: The fine motor skills and hand grip strength of the exercise group were significantly increased, while there was no significant change in the control group during the experimental period. Conclusion: The results indicate that the current exercise training program is effective and can be applied to 5-year-old normal children to improve their fine motor skills. In addition, this program has simple physical activities that are appropriate to the physical and mental level of child development. The 30-minute training session would be easily implemented in the kindergarten program. Level of Evidence I; High quality randomized trial with statistically significant difference or no statistically significant difference but narrow confidence intervals.

scholarly journals Walking onset: a poor predictor for motor and cognitive skills in healthy preschool children

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nadine Messerli-Bürgy ◽  
Tanja H. Kakebeeke ◽  
Andrea H. Meyer ◽  
Amar Arhab ◽  
Annina E. Zysset ◽  
...  
Keyword(s):  
Preschool Children ◽  
Standardized Testing ◽  
Motor Skills ◽  
Cognitive Skills ◽  
Late Onset ◽  
Preschool Age ◽  
Health Study ◽  
Fine Motor ◽  
Close Monitoring ◽  
Testing Procedures

Abstract Background The onset of walking is thought to be an indicator of early development. However, evidence is mixed and clear data on this relationship at preschool age is missing. The study aimed at investigating if walking onset and motor and cognitive development in preschool children are related. Methods A total of 555 children (mean age 3.86 years) of the Swiss Preschoolers’ Health Study SPLASHY were tested twice at their childcare center (at baseline and one year later). Motor skills and cognitive skills were assessed by standardized testing procedures and parents were asked to provide information on walking onset of their child. Results Late onset of walking was related to poorer motor skills (fine motor skills, static and dynamic balance (all p < 0.003)) and poorer cognitive skills (selective attention and visual perception (p = 0.02; p = 0.001) in late preschool age. Conclusions For children with late walking onset a close monitoring of their development in the regular pediatric child health visits may be reasonable. Trial registration: ISRCTN41045021.

scholarly journals Children’s Play and Independent Mobility in 2020: Results from the British Children’s Play Survey

2021 ◽  
Vol 18 (8) ◽  
pp. 4334
Author(s):  
Helen F. Dodd ◽  
Lily FitzGibbon ◽  
Brooke E. Watson ◽  
Rachel J. Nesbit
Keyword(s):  
Geographical Location ◽  
Green Spaces ◽  
Independent Mobility ◽  
Children's Play ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Children’S Play ◽  
Nationally Representative ◽  
Indoor Play ◽  
Socio Demographic Factors

The British Children’s Play Survey was conducted in April 2020 with a nationally representative sample of 1919 parents/caregivers with a child aged 5–11 years. Respondents completed a range of measures focused on children’s play, independent mobility and adult tolerance of and attitudes towards risk in play. The results show that, averaged across the year, children play for around 3 h per day, with around half of children’s play happening outdoors. Away from home, the most common places for children to play are playgrounds and green spaces. The most adventurous places for play were green spaces and indoor play centres. A significant difference was found between the age that children were reported to be allowed out alone (10.74 years; SD = 2.20 years) and the age that their parents/caregivers reported they had been allowed out alone (8.91 years; SD = 2.31 years). A range of socio-demographic factors were associated with children’s play. There was little evidence that geographical location predicted children’s play, but it was more important for independent mobility. Further, when parents/caregivers had more positive attitudes around children’s risk-taking in play, children spent more time playing and were allowed to be out of the house independently at a younger age.

Movement Difficulty and Learning Disabled Children

1987 ◽  
Vol 4 (1) ◽  
pp. 72-79 ◽  
Author(s):  
Robert Kerr ◽  
Kathy Hughes
Keyword(s):  
Motor Skills ◽  
Cognitive Skills ◽  
Task Difficulty ◽  
Learning Disabled ◽  
Disabled Children ◽  
Successful Performance ◽  
Significant Difference ◽  
Motor Difficulties ◽  
Information Processing Deficits ◽  
Processing Mechanism

Results of recent research have implicated information processing deficits in explaining the poor academic performance of learning disabled children. However, the motor difficulties of these children have not been extensively studied from a processing framework, yet cognitive skills are inherent to the successful performance of motor skills. Sixteen learning disabled and sixteen control subjects ranging in age from 6 to 8 years were tested on a Fitts’ reciprocal tapping task using 16 different target combinations with the ID ranging from 1.50 to 6.64 bits. Analysis of the slope and intercept coefficients showed a significant difference for intercept but not for slope. These data suggest that the problem may not be a major processing deficit, as the learning disabled children were able to handle the increased task difficulty in the same manner as the controls. Instead the problem may exist at the very early input stage of the processing mechanism: getting the information into the system.

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