Physical Activity, Motor Ability, and School Readiness of 6-Yr.-Old Children

Oja, Leila; Jürimäe, Toivo

doi:10.2466/pms.2002.95.2.407

Cited by 26 publications

(15 citation statements)

References 16 publications

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“…Parents whose children have the recommended number of visits receive regular health education and guidance about risk avoidance, cognitive development and emotional health, and social development. As a result, they may improve their children’s diets, promote physical activity, arrange more social activity, and avoid environmental toxins, all of which may be associated with cognitive development and the social skills that are evaluated in the school readiness assessment (8,13,16,17). …”

Section: Discussionmentioning

confidence: 99%

School Readiness Among Children Insured by Medicaid, South Carolina

Pittard¹,

Hulsey²,

Laditka³

et al. 2012

Prev. Chronic. Dis.

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IntroductionThe American Academy of Pediatrics recommends a schedule of age-specific well-child visits through age 21 years. For children insured by Medicaid, these visits are called Early and Periodic Screening, Diagnosis, and Treatment (EPSDT). These visits are designed to promote physical, emotional, and cognitive health. Six visits are recommended for the first year of life, 3 for the second year. We hypothesized that children with the recommended visits in the first 2 years of life would be more likely than others to be ready for school when they finish kindergarten.MethodsWe studied children insured by Medicaid in South Carolina, born during 2000 through 2002 (n = 21,998). Measures included the number of EPSDT visits in the first 2 years of life and an assessment of school readiness conducted at the end of kindergarten. We used logistic regression to examine the adjusted association between having the recommended visits and school readiness, controlling for characteristics of mothers, infants, prenatal care and delivery, and residence area.ResultsChildren with the recommended visits had 23% higher adjusted odds of being ready for school than those with fewer visits.ConclusionEPSDT may contribute to school readiness for children insured by Medicaid. Children having fewer than the recommended EPSDT visits may benefit from school readiness programs.

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Section: Discussionmentioning

confidence: 99%

School Readiness Among Children Insured by Medicaid, South Carolina

Pittard¹,

Hulsey²,

Laditka³

et al. 2012

Prev. Chronic. Dis.

View full text Add to dashboard Cite

show abstract

“…For example, preschoolers may spend part or all of the day indoors at home, or they may be in a daycare center, Head Start, or other setting outside the home. In one study (Oja & Jurimae, 2002), indoor physical activity was found to account for a signifi cant amount of variance in children's motor ability and school readiness overall. Policies, practices, and facilities in child-care settings can also affect physical activity.…”

Section: Evidence From Interventions To Increase Physical Activity Inmentioning

confidence: 98%

Promoting Physical Activity in Low-Income Preschool Children

Spaulding

Gottlieb

Jensen

2008

Journal of Physical Education, Recreation & Dance

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“…The advancement of sensorimotor skills influences cognitive abilities in children, and a significant body of research indicates that children who are able to move about effectively and freely within their environment are more likely to perform better in school and achieve higher academic performance (Oja & Jurimae, 2002). Self-locomotion also plays a key role in the development of cognitive and spatial perceptual abilities (McComas, Latter, & Dulberg, 1997).…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

Learning to Drive a Wheelchair in Virtual Reality

Inman

Loge

Cram

et al. 2011

J Spec Educ Technol

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This research project studied the effect that a technology-based training program, WheelchairNet, could contribute to the education of children with physical disabilities by providing a chance to practice driving virtual motorized wheelchairs safely within a computer-generated world. Programmers created three virtual worlds for training. Scenarios 1 and 2 promoted independent exploration, discovery, cause and effect relationships, and visual memory (skills prerequisite to independent mobility that orthopedically impaired children often lack due to lack of experience. Scenario 3 provided a more structured environment to establish appropriate street-crossing skills on a crosswalk with a traffic light. The project evaluated the children's progress in actual reality. Results from a multivariate repeated measures design suggest all four skills improved as a function of training time. Examination of individual data suggests that children spent most of their time in the first or second worlds in the early stages but, as their skills improved, they began to spend proportionally more time in the third (more difficult) street-crossing program. All those who completed the study showed gains in driving skills as indexed in actual reality. This is significant and supports the contention that children with severe orthopedic disabilities can acquire important functional skills in virtual reality without taking the risks of learning to drive in the real world and the cost of obtaining an actual wheelchair while they learn.

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Physical Activity, Motor Ability, and School Readiness of 6-Yr.-Old Children

Cited by 26 publications

References 16 publications

School Readiness Among Children Insured by Medicaid, South Carolina

School Readiness Among Children Insured by Medicaid, South Carolina

Promoting Physical Activity in Low-Income Preschool Children

Learning to Drive a Wheelchair in Virtual Reality

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