The Relationship of Young Children's Motor Skills to Later School Achievement

Son, Seunghee; Meisels, Samuel J.

doi:10.1353/mpq.2006.0033

Cited by 177 publications

(160 citation statements)

References 36 publications

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“…In an older literature review, Tramontana et al (1988) identified perceptual motor skills (similar to FMS but less focused on the hands), as an important predictor of reading and math achievement. Other smaller studies confirm the relation of FMS to math and similar constructs (Bart et al, 2007;Son & Meisels, 2006;Vacc, Vacc, & Fogleman, 1987). However, findings regarding links between reading and diverse aspects of FMS are less clear, perhaps again due to the diversity in tasks used, which range from parent questionnaires to beadthreading (Cameron et al, 2012;Grissmer et al, 2010;Son & Meisels, 2006), and in the case of reading difficulty are mixed (Viholainen et al, 2006;Viholainen et al, 2011;White et al, 2006).…”

Section: Fine Motor Skills and Cognitive Developmentmentioning

confidence: 96%

Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items

Suggate

Stoeger

2014

First Language

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Theories and research in embodied cognition postulate that cognition grounded in action enjoys a processing advantage. Extending this theory to the study of how fine motor skills (FMS) link to vocabulary development in preschool children, the authors investigated FMS and vocabulary in 76 preschoolers. Building on previous research, they hypothesized that links between FMS and vocabulary were driven by lexical items containing a greater body-object interaction (BOI). After controlling for age and part of speech (i.e., nouns vs. verbs), results indicated that FMS explained a similar amount of variance in BOI vocabulary as general vocabulary did. Mediation analyses indicated that the relation between FMS and general vocabulary was mediated by BOI vocabulary. To the authors' knowledge, this study provides the first evidence that FMS play a role in BOI vocabulary development in the preschool period.

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Section: Fine Motor Skills and Cognitive Developmentmentioning

confidence: 96%

Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items

Suggate

Stoeger

2014

First Language

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“…In contrast to reading and literacy, group differences in mathematics attainment are frequently not accounted for by low IQ [5,6,10,14]. Other neuropsychological processes such as attention, executive function, sensori-motor and visuo-spatial skills contribute to scholastic attainment in typically developing and preterm children [7,10,[15][16][17][18] and may be core cognitive deficits in this population [19][20][21].…”

Section: Extremely Preterm Birth (Ep; <26mentioning

confidence: 99%

Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes

Johnson

Strauss

Gilmore

et al. 2016

Early Human Development

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Wolke, Dieter. (2016) Learning disabilities among extremely preterm children without neurosensory impairment : comorbidity, neuropsychological profiles and scholastic outcomes. Early Human Development, 103 . pp. 69-75. Permanent WRAP URL:http://wrap.warwick.ac.uk/80949 Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work by researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-for-profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription.

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“…La recherche sur les liens entre l'AP et les retombées cognitives pendant la petite enfance cible surtout l'interaction entre l'acquisition d'aptitudes motrices et l'acquisition d'aptitudes cognitives (Son et Meisel 2006). Dans un ancien ouvrage théorique, Piaget laisse entendre que les aptitudes motrices contribuent au développement cognitif en facilitant la découverte du milieu (Piaget 1952).…”

Section: Fonctionnement Cognitifunclassified

“…Dans un ancien ouvrage théorique, Piaget laisse entendre que les aptitudes motrices contribuent au développement cognitif en facilitant la découverte du milieu (Piaget 1952). Les chercheurs ont depuis noué des liens entre la locomotion et l'organisation de l'information spatiale (Bai et Bertenthal 1992;Campos et al 2000), de même que des liens importants entre une bonne coordination motrice, ainsi que des mains et des yeux à la garderie, ainsi que et les réalisations scolaires en mathématiques et en langue au début (Son et Meisel 2006 Une mesure de la fonction cognitive, soit la réalisation scolaire, est examinée en relation avec l'AP surtout chez les jeunes d'âge scolaire. La documentation abonde en la matière, mais on ignore si les constatations peuvent s'appliquer aux enfants d'âge préscolaire qui ne suivent pas un programme structuré en soi.…”

Section: Fonctionnement Cognitifunclassified

L’activité physique des enfants d’âge préscolaire — somme et méthode?Cet article est tiré d’un supplément intituléAdvancing physical activity measurement and guidelines in Canada: a scientific review and evidence-based foundation for the future of Canadian physical activity guidelines(Favoriser les lignes directrices et la mesure de l’activité physique au Canada: examen scientifique et justification selon les données probantes pour l’avenir des lignes directrices de l’activité physique canadienne) p

Timmons

Naylor

Pfeiffer

2007

Appl. Physiol. Nutr. Metab.

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Résumé : La tendance alarmante à l'obésité infantile même chez les enfants d'âge préscolaire souligne à nouveau l'importance de l'activité physique chez ce groupe d'âge. Du fait de cette préoccupation accrue, il importe de déterminer le type d'activité physique et la quantité à pratiquer pour un développement optimal de l'enfant à la période préscolaire, soit de 2 à 5 ans. à cette fin, nous dressons un bilan de la littérature scientifique afin d'établir la nature de l'activité physique à pratiquer en vue d'un développement global en santé (physique, cognitif, affectif et social) au cours de ces jeunes années. Nous portons une attention particulière à l'interaction de la pratique de l'activité physique et de l'acquisition d'habiletés motrices. De plus, nous analysons de près la nature de l'activité physique propice à la prise de poids normale au cours de l'enfance. Nous analysons aussi les principaux déterminants de la pratique de l'activité physique à cet âge et le rôle de l'environnement de l'enfant : la famille, les soins de l'enfant et le statut socio-économique. Nous donnons des recommandations en matière d'activité physique à la lumière des faits solidement étayés et nous proposons des pistes de recherche.Mots-clés : exercice physique, santé, enfance, croissance et développement. Abstract:Alarming trends in childhood obesity even among preschool children have re-focused attention on the importance of physical activity in this age group. With this increased attention comes the need to identify the amount and type of physical activity appropriate for optimal development of preschool children. The purpose of this paper is to provide the scientific evidence to support a link between physical activity and biological and psychosocial development during early childhood (ages 2-5 years). To do so, we summarize pertinent literature informing the nature of the physical activity required to promote healthy physical, cognitive, emotional, and social development during these early years. A particular focus is on the interaction between physical activity and motor skill acquisition. Special emphasis is also placed on the nature of physical activity that promotes healthy weight gain during this period of childhood. The paper also discusses the strongest determinants of physical activity in preschool-age children, including the role of the child's environment (e.g., family, child-care, and socio-economic status). We provide recommendations for physical activity based on the best available evidence, and identify future research needs.

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The Relationship of Young Children's Motor Skills to Later School Achievement

Cited by 177 publications

References 36 publications

Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items

Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items

Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes

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