A Child’s Perception of Their Developmental Difficulties in Relation to Their Adult Assessment. Analysis of the INPP Questionnaire

Abstract

This study involved a comparison of the perception of developmental difficulties in a child by the parents, the teacher, and through the child’s self-assessment. Based on the Institute for Neuro-Psychological Psychology (INPP) questionnaire according to S. Goddard Blythe, three groups were examined: schoolchildren, parents, and teachers. Each of them answered a set of 21 questions and assessed the degree of occurrence of a given difficulty for the child on a scale from 0 to 4. The questions concerned psychomotor problems related to balance, motor coordination and concentration, as well as school skills. In total, 49 questionnaires from children and parents and 46 from teachers were used for the study. The mean answer to each question was calculated within the following groups: child–parent, child–teacher, and parent–teacher. The sum of the children’s answer points was significantly higher than the sum of the parents’ answer points (p = 0.037). Children assessed their developmental difficulties more strongly than teachers, but this difference was not statistically significant. The individual difficulties of the children were assessed significantly more seriously or more gently than by the National Scientific Conference “Human health problems—causes, present state, ways for the future” speeches by 44 teacher participants on 5 June 2020. Parents and teachers also assessed the children’s difficulties significantly differently (p = 0.044). The biggest difference in answers concerned the question of maintaining attention. The obtained results indicate a significant difference in the perception of difficulties occurring in the same child by the teacher and the parent. The child’s behavior in school and home environments may be different and, depending on the requirements, assessed differently. Children perceive their difficulties much more seriously than adults. Talking and the support of adults can make it easier for a child to overcome developmental difficulties.

Primitive Reflex Factors Influence Walking Gait in Young Children: An Observational Study

“…Searching new aspects of child development, working in new fields and using new tools to understand children in the process of growing up is one of the goals of the PRACS project. We analysed the neuromotor development of the children in the aspects of physical, social and educational status [ 8 , 20 , 21 , 22 , 24 ]. The presented article shows the results of the research connected with spatio-temporal gait parameters.…”

“…The project investigates primitive reflexes and their impact on the motor, sensory, and cognitive development in preschool and school-age children. There are four articles published from the project so far [ 20 , 21 , 22 ].…”

Relationships among integration of Primitive reflexes, Motor competence and Crawling in children

“…There is broad evidence that primary reflex activity can exist in the general population (Demiy et al, 2020;Gieysztor, Sadowska & Choińska, 2017;Gieysztor et al, 2018;Gieysztor et al, 2020;Grigg, Fox-Turnbull & Culpan, 2018;Hickey & Feldhacker, 2021;Matuszkiewicz, & Ga lkowski,2021;Pecuch et al, 2020;Rashikj-Canevska & Mihajlovska, 2019). Plentiful research has been conducted in children with several difficulties (Bilbilaj et al, 2017;Chinello, Gangi &Valenza, 2018;Konicarova et al, 2013;Mc Phillips & Jordan-Black, 2007;Pecuch et al, 2018, Taylor, Houghton & Chapman, 2004.…”

Primitive Reflex Activity in Relation to the Sensory Profile in Healthy Preschool Children

“…The problem, however, is serious for a preschool or elementary school-age child with numerous significant sensory-motor disorders that do not disappear spontaneously, or begin to increase with age [2]. Parents and teachers often notice these disorders in children in the form of difficulties in maintaining balance and clumsiness during physical activities, or problems in learning and social functioning [3]. Determining the origin of these problems is often crucial for the selection of appropriate remedies and, consequently, improving the quality of the child's functioning.…”