What Preschool Classroom Experiences Are Associated With Whether Children Improve in Visuomotor Integration?

Byers, Anthony I.; Cameron, Claire E.; Ko, Michelle; LoCasale-Crouch, Jennifer; Grissmer, David W.

doi:10.1080/10409289.2016.1175243

Cited by 7 publications

(7 citation statements)

References 80 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Thus the development of the VMI among children in primary school would be explored especially those during the transition from kindergarten to primary school period. Secondly, the present study just explored some factors related to the VMI development and other factors would be studied later, for instance, the culture difference, the classroom experience, and teacher-child interaction [ 35 ].…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

The Relationship of Motor Coordination, Visual Perception, and Executive Function to the Development of 4–6-Year-Old Chinese Preschoolers’ Visual Motor Integration Skills

Fang

Wang

Zhang

et al. 2017

BioMed Research International

View full text Add to dashboard Cite

Visual motor integration (VMI) is a vital ability in childhood development, which is associated with the performance of many functional skills. By using the Beery Developmental Test Package and Executive Function Tasks, the present study explored the VMI development and its factors (visual perception, motor coordination, and executive function) among 151 Chinese preschoolers from 4 to 6 years. Results indicated that the VMI skills of children increased quickly at 4 years and peaked at 5 years and decreased at around 5 to 6 years. Motor coordination and cognitive flexibility were related to the VMI development of children from 4 to 6 years. Visual perception was associated with the VMI development at early 4 years and inhibitory control was also associated with it among 4-year-old and the beginning of 5-year-old children. Working memory had no impact on the VMI. In conclusion, the development of VMI skills among children in preschool was not stable but changed dynamically in this study. Meanwhile the factors of the VMI worked in different age range for preschoolers. These findings may give some guidance to researchers or health professionals on improving children's VMI skills in their early childhood.

show abstract

Section: Limitations and Future Directionsmentioning

confidence: 99%

The Relationship of Motor Coordination, Visual Perception, and Executive Function to the Development of 4–6-Year-Old Chinese Preschoolers’ Visual Motor Integration Skills

Fang

Wang

Zhang

et al. 2017

BioMed Research International

View full text Add to dashboard Cite

show abstract

“…Careful attention to training and implementation were possible in the context of this small-scale effort. Other work suggests VS skill gains are bolstered by high-quality instruction and highly trained teachers (Byers, Cameron, Ko, LoCasale-Crouch, & Grissmer, 2016). Any large-scale intervention replication would likely experience greater variation in training and implementation quality, and thus measurement of treatment fidelity would be critical to understanding impact differences within the treatment group.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

An after-school intervention targeting executive function and visuospatial skills also improves classroom behavior

Brock

Murrah

Cottone

et al. 2017

International Journal of Behavioral Development

Self Cite

View full text Add to dashboard Cite

Executive function (EF) describes a complex set of skills, including flexible attention, inhibitory control, and working memory, that coordinate to achieve behavioral regulation. Visuospatial skills (VS) describe the capacity to visually perceive and understand spatial relationships among objects. Emerging research suggests VS skills are associated with classroom functioning, including behavioral adjustment. Children from socioeconomically disadvantaged backgrounds are more likely to enter school with EF and VS deficits, with consequences for classroom adjustment. In response, we developed and experimentally tested an after-school intervention that incorporates fine and gross motor activities targeting EF and VS skills in a sample of 87 kindergarten and first-grade students from low-income communities. The aim of the present study was to preliminarily explore whether EF and VS skills were bolstered by the intervention and subsequently whether EF and VS skills mediate or moderate intervention impacts on learning-related and problem behaviors in the classroom. Intent-to-treat analyses confirm intervention effects for EF and VS skills. Using full information maximum likelihood and bias-corrected bootstrapping, results indicate that improvements in EF mediated the impact of assignment to the treatment condition on improvements in learning-related behaviors and reductions in problem behavior. Taken together, findings suggest out-of-school contexts are a reasonable point of intervention for improving daytime classroom behavior.

show abstract

“…However, it is important to note that in the same action it is complex to unequivocally differentiate the involvement of each of the motor skills (GMS and FMS), as they coexist and are fundamental for the efficient performance of the task, as both are related and influence each other ( Payne and Isaacs, 2012 ; Flatters et al, 2014b ). In this sense, GMS are influenced and influence FMS, the first being also a good predictor of children’s school learning ( Sortor and Kulp, 2003 ; Beery and Beery, 2006 ; Henderson et al, 2007 ; Spanaki et al, 2008 ; Kambas et al, 2010 ; Kadkol et al, 2014 ; Byers et al, 2016 ; Africa and Deventer, 2017 ; Bellocchi et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Association between motor and math skills in preschool children with typical development: Systematic review

Flores¹,

Coelho

Mourão-Carvalhal

et al. 2023

Front. Psychol.

View full text Add to dashboard Cite

Mathematics has been the subject in which many school-age children have revealed many difficulties. Research carried out in an attempt to understand the causes of failure in this area pointed to a positive association between mathematical performance and motor performance. Given the importance of math development in future school outcomes, knowing which specific motor components are most associated with math performance can help educators define better strategies for teaching mathematics. In this sense, the present systematic review study aimed to identify the components of motor skills most positively associated with mathematical performance in children with typical development who attend preschool. The PRISMA methodology (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) was used in this study. The databases searched were ERIC, PubMED, SciELO, Scopus and Web of Science. A total of 2,909 articles were identified, of which 18 were included in this systematic review. The main results showed positive associations between fine motor skills, namely fine motor coordination and visuomotor integration, and mathematical performance. The math skill of numerical counting was the most associated with FMS. The main characteristics of the instruments used showed that the tasks of copying figures or drawings are the most used to assess visuomotor integration and the tasks of handling objects with pinch-like movements are the most used to assess fine motor coordination. Given the importance of mathematical performance in future school results, identifying early children with difficulties in fine motor skills will help educators to design better strategies for teaching mathematical skills. In this sense, the need to identify instruments to assess fine motor skills in preschool children with characteristics that facilitate their administration by the educator in the classroom context, i.e., requiring little administration time, not requiring much experience or training, the possibility of being administered to the group/class, few material resources, and the results can be easily interpreted, classified, and associated with mathematical performance.

show abstract

What Preschool Classroom Experiences Are Associated With Whether Children Improve in Visuomotor Integration?

Cited by 7 publications

References 80 publications

The Relationship of Motor Coordination, Visual Perception, and Executive Function to the Development of 4–6-Year-Old Chinese Preschoolers’ Visual Motor Integration Skills

The Relationship of Motor Coordination, Visual Perception, and Executive Function to the Development of 4–6-Year-Old Chinese Preschoolers’ Visual Motor Integration Skills

An after-school intervention targeting executive function and visuospatial skills also improves classroom behavior

Association between motor and math skills in preschool children with typical development: Systematic review

Contact Info

Product

Resources

About