Motor development is an inseparable component of cognitive development. So, to develop the mind, it is necessary to work the body. Therefore, Early Childhood Education curricula and the scientific literature emphasize the need to promote the development of motor skills during the 1st years of life. These skills are necessary for learning and subsequent academic performance. However, studies frequently offer only a partial view of these relationships. Few works have analyzed the specific relationships between different components of preschool gross and fine motor skills and subsequent performance on different academic competencies. Further, they present discrepant results. The aim of this study was to determinate which specific components of gross and fine motor skills assessed in Spanish students during the final year of Early Childhood Education (5 to 6-year-olds) were associated with different academic competencies assessed in the following academic year, when the students were in their 1st year of Primary Education. The final sample consisted of 38 Spanish students, aged 5. A mixed methods approach was used. It consisted of systematic observation to assess specific components of gross and fine motor skills when children were in the Early Childhood Education period, and selective methodology to evaluate their academic competencies (specifically in literacy and mathematics and overall), 1 year later, once in Primary Education. Multiple linear regression models were constructed using the computing language R to examine the association between motor skills and academic competencies. The results indicated that only the components of fine motor skills showed associations with academic competencies. The pattern of association varied when literacy and mathematics competencies were specifically and individually assessed and when overall academic competency was considered. The two assessed fine motor skills (Coordination and Integration) were associated with literacy competency (β = 0.344, p = 0.025; β = 0.349, p = 0.024, respectively) and overall academic competency (β = 0.267, p = 0.065; β = 0.493, p = 0.001, respectively). However, only Integration was associated with mathematics competency (β = 0.476, p = 0.002). The "Discussion" section focuses on the educational implications of these results and future research. It highlights the importance of early assessment of fine motor skills to identify students likely to present inadequate subsequent academic performance and the need to apply instruction and interventions tailored to the specific needs of each child.

/pdf/association-between-preschoolers-specific-fine-but-not-gross-4pu536i314.pdf

Association Between Preschoolers' Specific Fine (But Not Gross) Motor Skills and Later Academic Competencies: Educational Implications

Cognitive and psychomotor are two aspects that play an important role in children’s development, especially at the preschool age. This study aims to create and test products in the form of learning methods with song and movement to improve children's cognitive and psychomotor aspects. This research is a research and development using 4D theory from Thiagarajan, Semmel, and Semmel. There are four phases in this research, namely the define phase, product design, product development, and dissemination. Data analysis used in this study was a qualitative and quantitative approach using instruments in the form of questionnaires, product validation sheets, and techniques: (1) qualitative data with content analysis techniques and (2) quantitative data analyzed statistically with the help of SPSS. The results showed that this learning method was proven to have a level of validity, practicality, and effectiveness above the standard to improve children’s cognitive and psychomotor aspects

/pdf/development-of-learning-methods-through-songs-and-movements-lbg7jtznyw.pdf

Development of Learning Methods through Songs and Movements to Improve Children’s Cognitive and Psychomotor Aspects

This article analyses how the sustainability culture has evolved in the early childhood education setting within the Spanish education system with official documents and the sustainability training received by teachers who intervene in this stage of education since these teachers' degrees have been adapted to the European Higher Education Area. Early childhood education in Spain is an individual stage to educate children aged up to six years (two main cycles: 0–3 and 3–6 years). It is important to verify if this stage of education includes curricular content that is designed to develop attitudes, behaviours and lifestyles that are in keeping with sustainability values. We conclude that it is necessary to include variables that outline sustainable development in early childhood education, to organize preliminary and continuous teacher training, and to inform the complete educational community so it is aware of the need for education to bring about changes towards sustainable development.

Education for sustainable development in early chilhood education in Spain : evolution, trends and proposals

Early motor skills underpin the more complex and specialized movements required for physical activity. Therefore, the design of interventions that enhance higher levels of early motor skills may encourage subsequent participation in physical activity. To do so, it is necessary to determine the influence of certain factors (some of which appear very early) on early motor skills. The objective of this study was to examine the influence of some very early environmental variables (delivery mode, feeding type during the first 4 months of life) and some biological variables (sex and age in months) on preschool motor skills, considered both globally and specifically. The sample was composed by 43 preschool students aged 5-6 years. The participant's parents completed an ad hoc questionnaire, reporting on delivery mode, feeding type, sex, and age in months. The children's motor skills were assessed using observational methodology in the school setting, while the children participated in their regular motor skills sessions. A Nomothetic/Punctual/Multidimensional observational design was used. Results revealed that certain preschool motor skills were specifically influenced by delivery mode, feeding type, sex, and age. Children born by vaginal delivery showed higher scores than children born via C-section in throwing (p = 0.000; d = 0.63); total control of objects (p = 0.004; d = 0.97); total gross motor skills (p = 0.005; d = 0.95); and total motor skills (p = 0.002; d = 1.04). Children who were exclusively breastfed outperformed those who were formula-fed in throwing (p = 0.016; d = 0.75); visual-motor integration (p = 0.005; d = 0.94); total control of objects (p = 0.002; d = 1.02); total gross motor skills (p = 0.023; d = 0.82); and total motor skills (p = 0.042; d = 0.74). Boys outperformed girls in throwing (p = 0.041; d = 0.74) and total control of objects (p = 0.024; d = 0.63); while the opposite occurred in static balance (p = 0.000; d = 1.2); visual-motor coordination (p = 0.020; d = 0.79); and total fine motor skills (p = 0.032; d = 0.72). Older children (aged 69-74 months) obtained higher scores than younger ones (aged 63-68 months) in dynamic balance (p = 0.030; d = 0.66); visual-motor integration (p = 0.034; d = 0.63); and total balance (p = 0.013; d = 0.75). Implications for early childhood care and education are discussed since this is a critical period for motor skill development and learning.

/pdf/early-environmental-and-biological-influences-on-preschool-27ql56yxpu.pdf

Early Environmental and Biological Influences on Preschool Motor Skills: Implications for Early Childhood Care and Education.

Введение. Современные исследования свидетельствуют, что одной из самых распространённых форм психической патологии детского возраста является задержка психического развития. Задержка сроков развития моторных навыков и качеств становится основной причиной неподготовленности детей к обучению в школе. Цель настоящего исследования – выявление специфических особенностей психомоторного развития детей с задержкой психического развития (ЗПР) 6–7 лет в сравнении с другими вариантами детского развития.

/pdf/comprehensive-diagnosis-of-the-psychomotor-development-of-4ys4cv8klb.pdf

Comprehensive diagnosis of the psychomotor development of older preschoolers in the conditions of onto- and dizontogenesis

Difficulties that paediatricians find when evaluating psychomotor development at an early age result in the possibility that, at the school stage, seemingly healthy children can conceal development disorders, thereby complicating their detection, even within their own family environment. This study aimed to assess the prevalence of developmental disorders in children without a prior diagnosis and the consistency between family perception and the real state of development. 187 pupils (51.3% boys) with an average age of 4.3 years (DT = 1.2) took part in the study. The real state of psychomotor development was evaluated using the Battelle-2 Inventory, while family perception was assessed using the Age and Stages Questionnaires. Results revealed an average prevalence of 10% for impaired developmental, while 13.3% displayed delayed motor development. Regarding family perception, families attributed the above-average performance to their children in all aspects. Therefore, the level of correlation between family perception and real development was light in all the dimensions analysed. The results of this study emphasize the excessive number of children with developmental disorders that have gone undetected, as well as the limitations of evaluation tools for parents when used for children with no apparent risk.

https://rua.ua.es/dspace/bitstream/10045/110046/1/JHSE_17-3_InPress_04.pdf

Psychomotor development disorders in apparently healthy children and considerations of family evaluation

This study analyzed the psychomotor profiles of preschool stage students and to determine how these data agreed with the students’ teachers’ subjective assessment We also correlated these data with other variables such as age, gender, and family influence A total of 211 children aged 3 to 6 years, in the second cycle of preschool from 30 classes of 10 schools in Spain participated Additionally, 30 preschool teachers from these classes participated Study results revealed serious teacher misperceptions regarding their students’ psychomotor development, with low agreement rates between students and teachers in the motor dimension and slight agreement rates in communicative, cognitive, and social areas The reasons for and implications of these misperceptions are discussed

Teachers' Perceptions of Preschool Children's Psychomotor Development in Spain.

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Psychomotor development disorders in apparently healthy children and considerations of family evaluation

Teachers' Perceptions of Preschool Children's Psychomotor Development in Spain.