Identifying patterns of motor performance, executive functioning, and verbal ability in preschool children: A latent profile analysis

Houwen, Suzanne; Kamphorst, Erica; Veer, Gerda van der; Cantell, Marja

doi:10.1016/j.ridd.2018.04.002

Cited by 27 publications

(24 citation statements)

References 88 publications

(110 reference statements)

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“…The participant sample for this study was drawn from a larger research project 'MELLE' (Motor skills, Executive functions, Language, and LEarning outcomes in preschool children; see also Houwen et al, 2019), in which 3-5-yearold children are being followed intensively through their development with respect to their motor skills, executive functions, and language abilities. The MELLE-study protocol received approval by the Ethics Review Committee of the Department of Pedagogical and Educational Sciences, Faculty of Behavioural and Social Sciences, University of Groningen, and parents of all the child participants gave their written informed consent for data from their children's evaluations to be used in research, in accordance with the Declaration of Helsinki.…”

Section: Participantsmentioning

confidence: 99%

Assessing Motor Performance in Preschool Children: The Zurich Neuromotor Assessment-2 and the Movement Assessment Battery for Children-2

et al. 2021

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Comparing motor assessment tools that are available for young children is important in order to select the most appropriate clinical and research tools. Hence, this study compared motor performance assessed with the Zurich Neuromotor Assessment-2 (ZNA-2) to the Movement Assessment Battery for Children-2 (MABC-2). The sample consisted of 169 children, aged 3–5 years (87 boys; 51%). We used Pearson correlations to examine relationships between the ZNA-2 and MABC-2 component and total scores. In addition, Pearson correlations were performed between individual fine motor and balance items of the ZNA-2 and MABC-2. Results were that the total scores of the ZNA-2 and MABC-2 correlated moderately ( r = .40, p < .001). Non-significant to moderate correlations were found between components ( r = −.00 to .47) and between individual items of fine motor skills ( r = .04 to .38) and balance ( r = −.12 to .38). Thus, the ZNA-2 and MABC-2 measure partly similar and partly different aspects of motor performance.

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Section: Participantsmentioning

confidence: 99%

Assessing Motor Performance in Preschool Children: The Zurich Neuromotor Assessment-2 and the Movement Assessment Battery for Children-2

et al. 2021

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“…A forward digit span task was administered to assess working memory. Though some view forward digit span as a measure of verbal short-term memory (Alloway, Gathercole, & Pickering, 2006), the backward version of the digit span often proves to be too difficult for young children (Bull, Espy, & Wiebe, 2008;Houwen, Kamphorst, van der Veer, & Cantell, 2019). For this task, based on previous work (Wechsler, 1986), children were presented with sequences of digits and instructed to repeat the sequences.…”

Section: Child Executive Function: Agementioning

confidence: 99%

Parenting and Children's Executive Function Stability Across the Transition to School

Helm

McCormick

Deater‐Deckard

et al. 2019

Infant and Child Development

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When children transition to school between the ages of 4 and 6 years, they must learn to control their attention and behaviour to be successful. Concurrently, executive function (EF) is an important skill undergoing significant development in childhood. To understand changes occurring during this period, we examined the role of parenting in the development of children's EF from 4 to 6 years old. Participants were mother and child dyads (N = 151). Children completed cognitive tasks to assess overall EF at age 4 and age 6. At both time points, mothers and children completed interaction tasks which were videotaped and coded to assess various parenting dimensions. Results indicated that children with high EF at age 4 were more likely to have high EF at age 6. In addition, results suggested that higher levels of positive parenting across the transition to school promote stability of individual differences in EF. Highlights This study investigated the association between parenting and the development of children's executive function (EF) skills across the transition to school. Children's EF and mothers' parenting were assessed at age 4 and age 6. The stability of individual differences in EF was linked to positive parenting. Parenting practises may be related to the stability of individual difference in EF across the transition to school.

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“…A range of other latent profile studies with young children that have included SR and/or EF measures, often along with other developmental constructs including motor, language, and social skills have typically yielded solutions of two to four profiles ( Denham et al, 2012 ; Kia-Keating et al, 2018 ; Usai et al, 2018 ; Houwen et al, 2019 ; Jacob et al, 2019 ; Sparapani et al, 2019 ). Across person-centered analyses in early childhood, where covariates are explored, boys ( Kia-Keating et al, 2018 ; Teivaanmäki et al, 2019 ), children from lower socioeconomic homes ( Denham et al, 2012 ; Bayly and Bierman, 2021 ), children with poor visual motor coordination ( Houwen et al, 2019 ), children with clinical diagnoses including Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD Ros and Graziano, 2019 ; Baez et al, 2020 ), and children who display internalizing and externalizing behaviors ( Kia-Keating et al, 2018 ) are more likely to be classified within lower-performing SR/EF profiles. Further, profile membership tends to be associated as expected with a range of outcomes.…”

Section: Introductionmentioning

confidence: 99%

Latent Profiles of Teacher-Reported Self-Regulation and Assessed Executive Function in Low-Income Community Preschools: Relations With Motor, Social, and School Readiness Outcomes

Williams

Bentley

2021

Front. Psychol.

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This study contributes to understandings of early childhood self-regulation and executive function, and their components, through taking a person-centered approach to investigating how these skills cluster together in children aged 4–5years. A sample of children (N=206) from preschools in low socioeconomic communities were assessed through teacher report of self-regulation and three executive function tasks at the commencement of the preschool year. Outcome variables included teacher report of social skills and behavioral problems, and children’s school readiness and visual motor integration skills were directly assessed. When the scores from this low-income sample were compared to available norms, over 70% of children scored below the 50th percentile in executive function measures, approximately 20% were below average in self-regulation skills, 48% were delayed in school readiness scores, 36% had above average levels of internalizing problems, and 25% were above average in externalizing problems. A series of four latent profile models each used different measurement approaches and combinations of self-regulation and executive function components. In three of the four models (two which combined self-regulation and executive function measures and one with teacher report of self-regulation only), a high skill and low skill profile were found with 31 to 42% of children in the low profile depending on the model. Children were very similarly classified across all three models. When three executive function scores were modeled alone, a more complex three-profile solution emerged (low, moderate, and high) with 52% in the low profile. Children identified in the low profiles across all models were at greater risk of poorer school readiness, visual motor integration and social skills, and increased behavioral problems. Taken together, the findings suggest that self-regulation and executive function skills tend to cluster together at this age and in this low-income sample. Composite scores of teacher report of self-regulation are somewhat sufficient in identifying children who also have poorer executive function skills and are at risk of poorer motor, social, and school readiness outcomes. These children are an important target group for additional supports prior to school entry.

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Identifying patterns of motor performance, executive functioning, and verbal ability in preschool children: A latent profile analysis

Cited by 27 publications

References 88 publications

Assessing Motor Performance in Preschool Children: The Zurich Neuromotor Assessment-2 and the Movement Assessment Battery for Children-2

Assessing Motor Performance in Preschool Children: The Zurich Neuromotor Assessment-2 and the Movement Assessment Battery for Children-2

Parenting and Children's Executive Function Stability Across the Transition to School

Latent Profiles of Teacher-Reported Self-Regulation and Assessed Executive Function in Low-Income Community Preschools: Relations With Motor, Social, and School Readiness Outcomes

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