degree of urbanization, climate, and cultural factors. The authors also indicate a strong link between general childhood development and the opportunity and practical conditions for physical and recreational activities provided by family, school, and friend groups. The increase in motor coordination during infancy is easily perceptible. Children acquire a wide range of motor skills, allowing them to better control body posture (i.e., static and dynamic), environmental mobility in various contexts (e.g., walking, running, jumping), and the ability to manipulate various objects and instruments (e.g., catching a ball, throwing a rock, kicking, writing) 5. During preschool and elementary school, capabilities expand to include a repertoire of movements considered as prerequisites for other motor skills. By six years of age, children have the developmental potential to possess most of the fundamental adult motor skills 6. The school environment thus becomes conducive to detecting changes in patterns of child development, whereby behavioural, motor, cognitive, and emotional problems may be indicative of a developmental disorder 7 .
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