The Relationship Between Socioeconomic Status and Fine Motor Skills Among Six-Year-Old Preschool Children

Aiman, Suhana; Yusof, Sarina Md; Kadir, Zulkifli Abdul; Sabturani, Noreriani

doi:10.1007/978-981-287-691-1_15

Cited by 9 publications

(5 citation statements)

References 33 publications

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“…Given our lower-SES children’s relatively abundant touchscreen experience, screen tapping may have been an especially well-practiced, dominant response that was less distinctive than dragging. Typically, lower-SES children’s fine motor development is delayed compared to that of more advantaged children ( Piek et al, 2008 ; Miquoelote et al, 2012 ; Aiman et al, 2016 ; Comuk-Balci et al, 2016 ). However, one contributor to fine motor development (often related to SES) is access to and experience with play materials ( Miquoelote et al, 2012 ).…”

Section: Discussionmentioning

confidence: 99%

All Tapped Out: Touchscreen Interactivity and Young Children’s Word Learning

et al. 2017

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Touchscreen devices differ from passive screen media in promoting physical interaction with events on the screen. Two studies examined how young children’s screen-directed actions related to self-regulation (Study 1) and word learning (Study 2). In Study 1, 30 2-year-old children’s tapping behaviors during game play were related to their self-regulation, measured using Carlson’s snack task: girls and children with high self-regulation tapped significantly less during instruction portions of an app (including object labeling events) than did boys and children with low self-regulation. Older preschoolers (N = 47, aged 4–6 years) tapped significantly less during instruction than 2-year-olds did. Study 2 explored whether the particular way in which 170 children (2–4 years of age) interacted with a touchscreen app affected their learning of novel object labels. Conditions in which children tapped or dragged a named object to move it across the screen required different amounts of effort and focus, compared to a non-interactive (watching) condition. Age by sex interactions revealed a particular benefit of dragging (a motorically challenging behavior) for preschool girls’ learning compared to that of boys, especially for girls older than age 2. Boys benefited more from watching than dragging. Children from low socioeconomic status families learned more object names when dragging objects versus tapping them, possibly because tapping is a prepotent response that does not require thoughtful attention. Parents and industry experts should consider age, sex, self-regulation, and the physical requirements of children’s engagement with touchscreens when designing and using educational content.

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Section: Discussionmentioning

confidence: 99%

All Tapped Out: Touchscreen Interactivity and Young Children’s Word Learning

et al. 2017

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“…4 yaşındaki çocukların ince motor becerileri üzerinde aile faktörünün incelendiği bir araştırmada ailelerin sosyo-ekonomik durumlarının çocukların ince motor becerileri üzerinde etkili olduğu görülmüştür (Comuk-Balci, Bayoglu, Tekindal, Kerem-Gunel &Anlar, 2016). Aiman, Yusof, Kadir & Sabturani (2016), 6 yaşındaki çocukların sosyo-ekonomik düzeylerinin ince motor beceriler üzerinde etkisi olduğunu, Krombholz (2006), da 43-84 aylık aileleri yüksek sosyo-ekonomik düzeyde olan çocukların motor gelişim özelliklerinin, aileleri düşük sosyo-ekonomik düzeyde olan çocuklardan daha iyi olduğuna dikkat çekmişlerdir. Literatür çalışmalarından elde edilen bu sonuçların çalışmamızın bu bulgusunu desteklediği söylenebilir.…”

Section: Sonuç Ve Tartişmaunclassified

A Study of Visual Motor Skills of Preschool Children

BEKTAŞ,

ERCAN

2023

JASSS

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Bu çalışmanın amacı okul öncesi dönem çocuklarının görsel motor becerilerini yaş, cinsiyet, anne-baba öğrenim durumu, anne-baba mesleği, sosyo-ekonomik düzey ve okul öncesi eğitim alıp almama değişkenlerine göre incelenmesidir. Bu amaçla araştırmacı tarafından oluşturulan Genel Bilgi Formu ve 1995 yılında Adams ve Sheslow tarafından geliştirilen ve uyarlaması Bektaş ve Ercan (2021) tarafından yapılan Görsel Motor Becerilerin Geniş Kapsamlı Değerlendirilmesi Testi (WRAVMA) kullanılarak veriler toplanmıştır. Nicel araştırma yöntemlerinden betimsel tarama modeline göre yapılan araştırmaya Edirne il merkezinde Milli Eğitim Bakanlığı'na bağlı okul öncesi eğitimine devam eden 5ve 6 yaşındaki 201 çocuk dahil edilmiştir. Araştırma sonucunda 5 ve 6 yaşındaki çocukların WRAVMA Testinden aldıkları ortalama puan çizim alt boyutunda 78.56, eşleme alt boyutunda 55.33 ve çivi tahtası alt boyutunda 93.99 puan olduğu bulunmuştur. Çocukların görsel motor becerilerinin çivi tahtası alt boyutunda cinsiyete göre, tüm alt boyutlarda yaşa göre, çizim ve eşleme alt boyutlarında annenin mesleğine göre, çizim ve çivi tahtası alt boyutlarında babanın öğrenim durumuna göre, çizim alt boyutunda karşın annenin öğrenim durumu, babanın mesleği, okul öncesi eğitim almaya göre etkilenmediği bulunmuştur (p>0.05). Araştırma sonucuna göre çocukların görsel motor becerilerinin WRAVMA Testi'nin farklı alt boyutlarında yaşın, cinsiyetin, anne mesleğinin, babanın öğrenim durumunun ve sosyo-ekonomik düzeyin etki edebileceği söylenebilir.

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“…Our study found that children from families with low household incomes were more likely to have reduced VMI performance. Earlier studies have reported that preschoolers with lower economic status were more likely to have poorer fine-motor and VMI performance than their peers with high socioeconomic status [8,44,46]. In an earlier study, Malaysian children from the north-eastern state of Kelantan, a state with the lowest gross domestic product (GDP) per capita in Malaysia [35], had reduced VMI performance [28].…”

Section: Plos Onementioning

confidence: 99%

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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The Relationship Between Socioeconomic Status and Fine Motor Skills Among Six-Year-Old Preschool Children

Cited by 9 publications

References 33 publications

All Tapped Out: Touchscreen Interactivity and Young Children’s Word Learning

All Tapped Out: Touchscreen Interactivity and Young Children’s Word Learning

A Study of Visual Motor Skills of Preschool Children

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

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