Investigating the Visual-Motor Integration Skills of 60-72 Month Children from High and Low Socio- Economic Status As Regard Age Factor

Ercan, Zülfiye Gül; Ahmetoğlu, Emine; Aral, Neriman

doi:10.5539/ies.v4n3p100

Cited by 10 publications

(16 citation statements)

References 17 publications

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“…Two studies investigating preschool children aged three years six months to five years, respectively, concluded that age and geographic location affected VMI scores [ 44 , 48 ]. Similar findings were noted previously when 60 to 72-month-old children were studied [ 43 ]. Additionally, this study concluded that age and socioeconomic status, commonly associated with location, were found to impact VMI scores.…”

Section: Review Of the Literaturesupporting

confidence: 91%

Systematic Review of Visual Motor Integration in Children with Developmental Disabilities

Carsone

Green

Torrence

et al. 2021

Occupational Therapy International

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Original research articles regarding visual motor integration skills in children with developmental disabilities and the impact of occupational therapy were identified, appraised, and synthesized. Twenty-four articles were chosen for this review. Themes were noted during the critique of articles. Three themes emerged: “age,” “gender,” and “diagnosis.” Regarding the impact on visual motor integration, there was strong evidence for age, moderate evidence for gender, and strong evidence for diagnosis. Future research investigating visual motor integration in children should control for age and diagnosis.

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Section: Review Of the Literaturesupporting

confidence: 91%

Systematic Review of Visual Motor Integration in Children with Developmental Disabilities

Carsone

Green

Torrence

et al. 2021

Occupational Therapy International

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“…This study's results have also demonstrated the associations between various socioeconomic variables on preschoolers' VMI performance. Many researchers regarded socioeconomic status as one of the most influential factors that can have direct negative impacts on the development of young children [23,[42][43][44]. We found that a higher proportion of children enrolled in KEMAS (public) preschools had reduced VMI performance than those enrolled at private, feepaying preschools.…”

Section: Plos Onementioning

confidence: 73%

Association between reduced visual-motor integration performance and socioeconomic factors among preschool children in Malaysia: A cross-sectional study

et al. 2021

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Visual-motor integration (VMI) is related to children’s academic performance and school readiness. VMI scores measured using the Beery-Bucktenicka Developmental Test of Visual-Motor Integration (Beery-VMI) can differ due to differences in cultural and socioeconomic backgrounds. This study compared the VMI scores of Malaysian preschoolers with the corresponding US norms and determined the association between their VMI scores and socioeconomic factors. A cross-sectional study was conducted among 435 preschoolers (mean age: 5.95±0.47 years; age range: 5.08–6.83 years) from randomly selected public and private preschools. VMI scores were measured using Beery-VMI in the preschools’ classrooms. Information on the socioeconomic characteristics of the preschoolers was obtained using a parent-report questionnaire. One sample t-test was used to compare their VMI scores with the corresponding US norms. Multivariate logistic regression models were used to explore the influence of socioeconomic factors on the preschoolers’ VMI scores. Overall, Malaysian preschoolers’ VMI performance was similar to the US standardized norms (p>0.05). Children from low-income families were twice likely to obtain lower than average VMI scores than those from higher-income families (OR = 2.47, 95%CI 1.05, 5.86). Children enrolled at public preschools were more likely to obtain a lower than average VMI score than those who enrolled at private preschools (OR = 2.60, 95%CI 1.12, 6.06). Children who started preschool at the age of six were more likely to obtain lower than average VMI scores than those who started at an earlier age (OR = 4.66, 95%CI 1.97, 11.04). Low maternal education level was also associated with lower than average VMI score (OR = 2.60, 95%CI 1.12, 6.06). Malaysian preschoolers’ Beery-VMI performance compared well to their US counterparts. Some socioeconomic factors were associated with reduced VMI scores. Those from disadvantaged socioeconomic backgrounds are more likely to have reduced VMI performance, potentially adversely affecting their school readiness, cognitive performance, and future academic achievements.

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“…У истраживању које је за предмет имало испитивање визуелно-моторне координације код 22 дјеце са хемипарезом, резултати који одступају 2 SD пронађени су код 2 испитаника што говори о добро развијеној способности код ових испитаника (Димић и Солдо, 1990). Испитујући визуелно-моторну координацију аутори се слажу да је ова способност битна не само у усвајању школских знања већ и у свакодневним, практичним активностима као што су: везивање пертли, слагање пазли, вожња бицикла, кориштење компјутера (Ercan, Ahmetoğlu & Aral, 2011;Pereira et al, 2011). Резултати једног новијег истраживања наглашавају да је визуелно-моторна координација важан аспект психомоторног развоја дјеце што захтјева њено праћење и стварање повољнијих услова за њену стимулацију посебно у периоду до 10 године када се и најбрже развија.…”

Section: методологијаunclassified

Развојне Способности Код Дјеце Млађег Школског Узраста

Мастило¹,

Бакоч²,

Зечевић³

2019

NSK

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Способности дефинишу као показатељ успјешности схватања илирјешавања проблемских ситуација и извођења активности.Циљ истраживања јеутврђивање специфичности развојних способности неопходних за успјешно овладавањешколским вјештинама и њихова повезаност са општим школским успјехом, код ученикамлађег школског узраста. Истраживањем је обухваћено 215 ученика, од тога 121 (56,3%) дјечака и 94 (43,7%) дјевојчице, који похађају Основну школу „Свети Сава” у Фочи , II,III и IV разреда. Испитаници су тестирани групно током другог полугодишта, школске2016/2017. У истраживању је коришћен Акадија тест развојних способности (АCADIA)структурисан у циљу дијагностиковања сензорних, психомоторних и когнитивнихспособности као важног предиктора школског постигнућа. Резултати већине (82,3%)испитаника су у складу са узрасним нормама док су одступања од узрасних нормизабиљежена код 17,7 % испитаника и то код 14,4 % су утврђени елементи сметњи уучењу (<1SD) а код 3,3 % специфичне сметње у учењу (<2 SD). Код ученика млађегшколског узраста су установљене ниске корелације АCADIA теста развојнихспособности са општим успјехом (r = 0,158, p = 0,05).С обзиром да су развојне способности битне не само за школски успјех него из задруге сфере живота, сматрамо да је неопходно на вријеме детектовати одређенаодступања, креирати одговарајући облик третмана као и стимулативно школскоокружење.

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Investigating the Visual-Motor Integration Skills of 60-72 Month Children from High and Low Socio- Economic Status As Regard Age Factor

Cited by 10 publications

References 17 publications

Systematic Review of Visual Motor Integration in Children with Developmental Disabilities

Systematic Review of Visual Motor Integration in Children with Developmental Disabilities

Association between reduced visual-motor integration performance and socioeconomic factors among preschool children in Malaysia: A cross-sectional study

Развојне Способности Код Дјеце Млађег Школског Узраста

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