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The Relationship Of Fine Motor Skills To Academic Readiness Of Kindergarten And First Grade Children
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Book Synopsis The Relationship of Fine-motor Skills to Academic Readiness of Kindergarten and First Grade Children by : Beth Ann Richey
Download or read book The Relationship of Fine-motor Skills to Academic Readiness of Kindergarten and First Grade Children written by Beth Ann Richey and published by . This book was released on 1980 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship of Selected Motor Skills, Visual Form Perception and Right-left Awareness to Academic Readiness and Achievement of First Grade School Children by : Jeanene Bluhm Carvajal
Download or read book The Relationship of Selected Motor Skills, Visual Form Perception and Right-left Awareness to Academic Readiness and Achievement of First Grade School Children written by Jeanene Bluhm Carvajal and published by . This book was released on 1970 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Transforming the Workforce for Children Birth Through Age 8 by : National Research Council
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Book Synopsis The Relationship of Selected Motor Skills Visual Form Perception and Right-left Awareness to Academic Readiness and Achievement of First Grade School Children by : Jeanene R. Bluhm
Download or read book The Relationship of Selected Motor Skills Visual Form Perception and Right-left Awareness to Academic Readiness and Achievement of First Grade School Children written by Jeanene R. Bluhm and published by . This book was released on 1970 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of the Preschoolers' Moving Learning Program on the Achievement of Fine and Gross Motor Skills and Kindergarten Readiness by : Kathy Bryant-Stephen
Download or read book The Effects of the Preschoolers' Moving Learning Program on the Achievement of Fine and Gross Motor Skills and Kindergarten Readiness written by Kathy Bryant-Stephen and published by . This book was released on 2010 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quasi-experimental study was to investigate the "Preschoolers Moving Learning Program" and its effect upon preschooler's academic achievement and kindergarten readiness. Thirty students (15 in the control group and 15 in the experimental group) from low socioeconomic status between the ages of three and five were chosen from Education Depot. The "Preschoolers Moving Learning Program," served as the independent variable, and academic achievement and kindergarten readiness served as the dependent variables. An independent t-test was used to determine any significant differences in the pretest and post-test scores of the two groups (experimental and control). This study proposed three hypotheses concerning the achievement of fine and gross motor skills with regards to the Preschoolers' Moving Learning Program (PMLP). In addition the researcher wanted to know if the PMLP had any impact on kindergarten readiness. The first hypothesis examined the relationship between children in the control group than those participating in the "Preschoolers Moving Learning Program" (PMLP). The independent t-test and ANCOVA reported that there were no significant differences found between the experimental and control group on the pretest and posttest of the total language scale as it relates to hypothesis 1. The data collected failed to indicate any differences between students who were exposed to the "Preschoolers Moving Learning Program" and those who were not, however it did show gains in each group's language development over time. The second hypothesis examined the relationship between test scores of children with better developed fine and gross motor skills than those who lacked the basic motor skills. Results from the independent t-test and ANCOVA revealed that on the gross motor skills, there were no significant differences (p>.05) found between the posttest for both groups. On the other hand, in the fine motor skill area, there were significant differences (p.05) found between the pretest and posttest for both groups in the subscale area of manual dexterity amongst groups on both the pretest and posttest. The third and final hypothesis examined the relationship between test scores of preschool boys versus girls. The results indicated that males in the control group outperformed their counterparts by 13 points and the females in the experimental group scored an astonishing 31 points above the males. The ANCOVA indicated that the covariate, gender, was not significant, [F (1, 27) = .16, p.05, F (1, 27) = .73, p>.05] between the groups from pretest to posttest on the fine and gross motor scale. An Analysis of Covariance (ANCOVA) was also used to control for age variations. The mean for the age group 60-71 months was higher in both skill areas (fine and gross motor). There were significant differences between the age groups from pretest to posttest on both the gross [F (1, 27) = .00, p
Book Synopsis Motor Skills and Their Foundational Role for Perceptual, Social, and Cognitive Development by : Klaus Libertus
Download or read book Motor Skills and Their Foundational Role for Perceptual, Social, and Cognitive Development written by Klaus Libertus and published by Frontiers Media SA. This book was released on 2017-05-18 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: Motor skills are a vital part of healthy development and are featured prominently both in physical examinations and in parents’ baby diaries. It has been known for a long time that motor development is critical for children’s understanding of the physical and social world. Learning occurs through dynamic interactions and exchanges with the physical and the social world, and consequently movements of eyes and head, arms and legs, and the entire body are a critical during learning. At birth, we start with relatively poorly developed motor skills but soon gain eye and head control, learn to reach, grasp, sit, and eventually to crawl and walk on our own. The opportunities arising from each of these motor milestones are profound and open new and exciting possibilities for exploration and interactions, and learning. Consequently, several theoretical accounts of child development suggest that growth in cognitive, social, and perceptual domains are influences by infants’ own motor experiences. Recently, empirical studies have started to unravel the direct impact that motor skills may have other domains of development. This volume is part of this renewed interest and includes reviews of previous findings and recent empirical evidence for associations between the motor domain and other domains from leading researchers in the field of child development. We hope that these articles will stimulate further research on this interesting question.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1989 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Everything Parent's Guide to Special Education by : Amanda Morin
Download or read book The Everything Parent's Guide to Special Education written by Amanda Morin and published by Simon and Schuster. This book was released on 2014-04-18 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Be your child's best advocate! Children with special needs who succeed in school have one thing in common--their parents are passionate and effective advocates. It's not an easy job, but with The Everything Parent's Guide to Special Education, you will learn how to evaluate, prepare, organize, and get quality services, no matter what your child's disability. This valuable handbook gives you the tools you need to navigate the complex world of special education and services, with information on: Assessment and evaluation Educational needs for different disabilities, including multiple disabilities Current law, including the Individuals with Disabilities Education Act (IDEA) Working within the school system to create an IEP The importance of keeping detailed records Dealing with parent-school conflict With worksheets, forms, and sample documents and letters, you can be assured that you'll have all you need to help your child thrive--in school and in life!
Book Synopsis Relations Between Motor, Social, and Cognitive Skills in Young Children with Developmental Disabilities by : Helyn Kim
Download or read book Relations Between Motor, Social, and Cognitive Skills in Young Children with Developmental Disabilities written by Helyn Kim and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of children's motor abilities, in relation to other developmental areas, has been acknowledged in both theory and research. However, researchers have typically focused on gross motor abilities in relation to cognitive and social abilities, and associations between fine motor, cognitive, and social abilities have received little research attention. In addition, very few studies have looked at the potential interrelations between motor, social, and cognitive abilities in preschool-aged children with developmental disabilities. The current study examined three areas of development, motor (both fine and gross motor), social, and cognitive skills, in preschool-aged children with developmental disabilities, to see whether there were associations between the three areas. The data for the study come from the Miami School Readiness Project (MSRP), a large-scale, collaborative, school readiness project, taking place in Miami-Dade County, Florida. Participants were children receiving early childhood special education services (N = 3,191), who were assessed for overall development and socio-emotional protective factors in the Fall and Spring of their pre-kindergarten year, using the LAP-D and the DECA. Results indicated that there were definite associations between motor, cognitive, and social skills. Also, both fine motor and gross motor skills in the Fall of the pre-kindergarten year significantly predicted later cognitive and social skills, measured in the Spring of the pre-kindergarten year, after controlling for child gender, age, and disability type; however, associations were stronger for fine motor skills, as opposed to gross motor skills, for both cognitive and social skills. In addition, disability category moderated the associations between motor and social and cognitive skills; however, gender was not a moderator, suggesting that the underlying associations between the three areas are similar for both boys and girls. The findings from this study have important implications for early educational programs and interventions, as well as for policymakers.
Book Synopsis Correlations Between the School Readiness Fine Motor Assessment and a Modified Version of the Preschool Activity Card Sort by : Cathy Sohia Tela
Download or read book Correlations Between the School Readiness Fine Motor Assessment and a Modified Version of the Preschool Activity Card Sort written by Cathy Sohia Tela and published by . This book was released on 2006 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study explored the relationship between scores obtained on the School Readiness Fine Motor Assessment (SRFMA) and a modified version of the Preschool Activity Card Sort (PACS) by children 4-6 years of age who receive Occupational Therapy services as part of their Individualized Education Plan in the preschool or kindergarten setting. The study investigated the correlation between the total scores and sub scores for each evaluation. It also explored the relationship between process attributes of attention, persistence, affect, engagement, and impulsiveness and participation in school related activities. Finally, this research project investigated the correlation between specific visual motor tasks of writing, cutting, and drawing on each assessment. Moderate correlations were found between the total scores of both evaluations. A strong correlation was found between the total PACS score and the scissor/cutting task on the SRFMA. Moderate correlations were found between PACS sub scores and the SRFMA with the exception of self care and gross motor sub scores in which no correlations were found. No correlation was found between process scores and levels of participation on the PACS. Finally, a moderate correlation was found between visual motor tasks on each assessment. The results of this study indicate that although there is a fair or moderate correlation between a child's score on the SRFMA and the PACS, it is not strong enough to predict a child's level of participation in the school setting, thus occupational therapists may consider the use of both functional and performance based assessments when evaluating preschool aged students.
Book Synopsis Correlations of the School Readiness Fine Motor Assessment to Age and Gender by : Deborah Laug Kutney
Download or read book Correlations of the School Readiness Fine Motor Assessment to Age and Gender written by Deborah Laug Kutney and published by . This book was released on 2007 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study explored the relationship between the scores obtained on the School Readiness Fine Motor Assessment (SRFMA) and the age and gender of typically developing children 4 through 6-years of age who attend preschool or kindergarten. As an indication of construct validity, the study correlated SRFMA total and item scores with age, and compared the total and item scores of boys and girls. It also explored the process attributes of attention, persistence, affect, engagement, and impulsiveness, and the neuromuscular attributes of muscle tone and postural stability. The results of this study found a significant correlation between SRFMA scores and age for the draw a person, cube-pattern construction, in-hand manipulation, letters, gestures, and the total SFRMA items. Those fine motor items that did not show a significant correlation to age are unifx cubes, lacing and cutting with scissors. Additionally, the research project investigated the comparison of SRFMA total and item scores between boys and girls. The results found that only the scissor cutting item and total SRFMA total scores showed a significant difference according to gender. Results support the use of the SRFMA as part of a comprehensive evaluation and to guide the development of treatment goals and objectives in the school setting. This assessment tool may be especially beneficial during the process of transitioning children from preschool into kindergarten and from kindergarten into first grade. The SRFMA may offer valuable information for a more thorough evaluation, potential identification for occupational therapy services, and implementing effective strategies for supporting the child's optimal functional ability in his or her school environment.
Book Synopsis Why Do Fine Motor Skills Predict Mathematics? by : William M. Murrah
Download or read book Why Do Fine Motor Skills Predict Mathematics? written by William M. Murrah and published by . This book was released on 2013 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent educational studies have found evidence that measures of fine motor skills are predictive of educational outcomes. However, the precise nature of fine motor skills has received little attention in these studies. With evidence mounting that fine motor skills are an important indicator of school readiness, investigating the nature of this measure and explaining its association with achievement is a key priority for researchers (Cameron et al., 2012). This interdisciplinary study uses theory and measures from neuropsychology to decompose the association between the design copying task and mathematics achievement into fundamental component cognitive processes. The primary aim was to examine the construct validity of design copying as a predictor of mathematics achievement. This study was developed to answer three research questions: (1) Using robust direct measures of cognitive processes, can we replicate the association between design copying and mathematics achievement found in previous studies? (2) How well do the component processes from the visuospatial, sensorimotor, and EF domains together explain this association? (3) Which specific component processes are helpful in explaining the association between design copying and mathematics achievement? To answer the research questions, baseline data from the pilot data of the Minds In Motion Intervention were used. The pilot study took place in several elementary after-school programs located in two demographically different counties in the same Mid-Atlantic state (one in a light farming region and the other in a suburban region). Participants included 145 Kindergarten, first, and second grade students enrolled in school-based after-school programs. The children ranged in age from 5 years 3 months to 8 years 3 months. A multiple mediation model to simultaneously evaluate the contribution of each of the proposed component cognitive processes to the association between design copying and mathematics achievement (Preacher & Hayes, 2008) was adopted. To answer the first research question, the authors determined whether the expected association between design copying and mathematics achievement was observed in the study sample, while controlling for children's age, race, and gender. To answer the second research question, the authors determined the extent to which measures of visuospatial processing, sensorimotor processing, and EF, taken together, mediated this association. To answer the final research question, the authors explored whether specific measures from each of the three domains mediated the relation between design copying and mathematics, while controlling for the other component processes as well as age, race, and gender. Families were recruited into the study in November and December of 2009 and completed a 13- item family questionnaire. This questionnaire included demographic information such as gender, race, and the child's age, which were used as covariates in the analysis. Three findings are evident from this study. First, the results establish a strong direct association between design copying and mathematics achievement (r = .71), a relation suggested by previous research associating fine motor skills with academic achievement. Second, the association between design copying and mathematics achievement is partially mediated by multiple cognitive component processes. Third, because the model only partially explains the association between design copying and mathematics, other underlying cognitive processes that were not examined in this study need to be explored as additional constructs important for explaining this association. The most parsimonious interpretation of results taken as a whole, is that the association between children's performance on the design copying task and their mathematics achievement can be attributed to a common dependence on visuospatial skills, EF, and possibly other cognitive component processes yet to be identified. Such studies are important for moving education science beyond identifying which skills are predictive of school readiness to understanding why these skills are important. A table and a figure are appended.
Book Synopsis Best Practice Approaches to the Study of Cognitive Functioning and Physical Activity/Sports by : Antonio Hernández-Mendo
Download or read book Best Practice Approaches to the Study of Cognitive Functioning and Physical Activity/Sports written by Antonio Hernández-Mendo and published by Frontiers Media SA. This book was released on 2020-07-29 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Predicting School Readiness Using Motor Skill Proficiency of At-Risk Preschoolers by : Amanda Taek Soon Tepfer
Download or read book Predicting School Readiness Using Motor Skill Proficiency of At-Risk Preschoolers written by Amanda Taek Soon Tepfer and published by . This book was released on 2015 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: Early childhood is filled with incredible growth in all areas of development and offers a critical period for optimal learning (Lerner, 2002). During this critical period both motor skills (Bouffard, Watkinson, Thompson, Causgrove Dunn, & Romanow, 1996; Clark & Metcalfe, 2002; Lubans, Morgan, Cliff, Barnett, & Okely, 2010; Stodden et al., 2008), as well as self-regulation skills develop (Blair, 2002). Recent empirical research suggests active play, during early childhood, may help establish healthy behaviors and play a role in early childhood development through improving cognitive, social, and emotional health (Ginsburg, 2007). Previous research indicates success in the classroom requires strong self-regulation skills, such as attention, memory, and inhibitory control (Blair, 2002). Yet, the role of motor skills amidst other developmental indicators of school readiness is not well documented. Thus, the purpose of this project was to examine the relationship between motor skills and aspects of school readiness in young children between the ages of 3-5 years from at-risk populations. Methods: This descriptive, cross-sectional study included a sample of 162 children with at least one biological (e.g. disability) or environmental (e.g. low-income) risk factor, per parent report, from two geographical areas in the US. Individual assessments of gross and fine motor skills, behavioral self-regulation, early literacy, and early math skills were used to examine associations between motor skills and early indicators of school readiness. Results: Results of hierarchical regression analyses demonstrated that preschool gross and fine motor skills significantly predicted indicators of school readiness, specifically behavioral self-regulation and early academic achievement. Further analysis indicated fine motor skills predicted school readiness over gross motor skills, even after controlling for age (in months) and site. Conclusion: This study found positive relations, with specific aspects of fine motor skills and early indicators of school readiness. These findings have implications for school readiness initiatives focused on improving early developmental trajectories for preschool aged children from at-risk populations.
Book Synopsis The SAGE Encyclopedia of Intellectual and Developmental Disorders by : Ellen Braaten
Download or read book The SAGE Encyclopedia of Intellectual and Developmental Disorders written by Ellen Braaten and published by SAGE Publications. This book was released on 2018-01-29 with total page 1928 pages. Available in PDF, EPUB and Kindle. Book excerpt: This encyclopedia provides an inter-disciplinary approach, discussing the sociocultural viewpoints, policy implications, educational applications and ethical issues involved in a wide range of disorders and interventions.
Book Synopsis The Relationship of Selected Gross Motor Skills and Reading Readiness in Pre-school Children by : Pamela Joan Finehout
Download or read book The Relationship of Selected Gross Motor Skills and Reading Readiness in Pre-school Children written by Pamela Joan Finehout and published by . This book was released on 1978 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Motor Proficiency and Reading Readiness Among First Grade Children by : Gerald B. Boyd
Download or read book The Relationship Between Motor Proficiency and Reading Readiness Among First Grade Children written by Gerald B. Boyd and published by . This book was released on 1967 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
