Background: Introduction of digital technologies into the educational process involves the widespread use of keyboard typing and spending less time handwriting. At the same time, studies in the field of physiology and hygiene of handwriting show its importance for the development and formation of brain functions in children in the learning process. Potential risks for child development associated with regular typing and rare handwriting require proper hygienic assessment of the former. Yet, the lack of a scientifically based methodological approach is a strong limitation for such studies. Objective: To develop a methodological approach and conduct a pilot study on hygienic assessment of digital writing based on a bio-cybernetic analysis of the bioelectrical activity of the brain. Materials and methods: To arrange and conduct the research, we developed an algorithm based on a comparative analysis of the bioelectrical activity of the brain during typing and handwriting. Scalp electrodes were applied according to the International 10–20 system. EEG registration was carried out using a Neuro-KM computer-aided electroencephalograph by Statokin, Russia, with a Brainsys software for spectral-coherent and statistical analysis of EEG. The software allowed us to estimate the topography of the absolute power of the alpha rhythm in a resting state, during handwriting and typing, and the intrahemispheric and interhemispheric coherence of the alpha rhythm. Results: We established that the power of vibrations in the alpha range during digital and handwriting decreased compared to the resting state. Such a decrease reflecting activation of the cortex was noted in a more extensive area during handwriting. Typing decreased alpha waves only in the motor and sensorimotor areas of the brain. Compared to the resting state, handwriting significantly increased interaction between all areas of the cortex inside both hemispheres while typing did that in one hemisphere only. Conclusion: Our findings indicate that handwriting is provided by a more complex system of activation and interaction of areas of the cerebral cortex than typing. The developed algorithm can be used for further research on digital writing.
Background: Assessment of the development of fine motor skills (FMS), static balance (SB), and static kinetic stability (SKS) in elementary schoolchildren reflects the extent of their school readiness. Objective: To evaluate the development of children at the initial stage of systematic learning. Materials and methods: Fine motor skill tests were conducted in 117 children using a modified “Little House” technique; static balance was tested in 150 children using the stork pose balance test, and static kinetic stability was tested in 147 children by analyzing stability of the body standing while rotating around the vertical axis. Results: We established that fine motor skills were age appropriate in only 19.0 % (95 % CI: 8.9–29.1 %) of first and 17.0 % (95 % CI: 7.4–26.5 %) of second-year pupils. Low static kinetic stability was observed in 37.5 % (95 % CI: 25.6–49.4 %) of first graders and 38.8 % (95 % CI: 30.9–46.7 %) of second graders. The level of static balance was below the average in 65.7 % (95 % CI: 54.3–77.0 %) of first graders and 37.3 % (95 % CI: 26.9–47.8 %) of second graders. Developmental delays in FMS, SB and SKS were 1.2–3.9 times more frequent in boys than in girls. Conclusion: Our findings demonstrate that the development of FMS, SKS and SB in contemporary elementary schoolchildren is below the average level. The results may become the basis for elaboration of appropriate preventive programs and technologies in order to improve school readiness in children.
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