Impact of extrinsic factors on fine motor performance of children attending day care

Corsi, Carolina; Santos, Mariana Martins dos; Marques, Luísa de Andrade Perez; Rocha, Nelci Adriana Cicuto Ferreira

doi:10.1016/j.rppede.2016.03.007

Cited by 12 publications

(8 citation statements)

References 33 publications

(27 reference statements)

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“…In this context, we noticed that the mother's lower level of education was associated with impaired neuropsychomotor development only in the domain of fine adaptive motor skills. One study reported that a high maternal schooling is related to the children's fine motor performance 23 . Thus, we suggested that greater access to information is related to greater availability of toys and, consequently, to a better stimulation of fine motor skills.…”

Section: Discussionmentioning

confidence: 99%

Associação entre o desenvolvimento neuropsicomotor e fatores de risco biológico e ambientais em crianças na primeira infância

et al. 2017

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Objective: to verify the association between infant development and biological and environmental risks. Methods: 30 children between 0-30 months, living in a town in Minas Gerais, Brazil, attending a Health Center, were selected. The inclusion criteria were children who had a history of prematurity and/or, moderate to severe malnutrition and other risk factors. Their development was assessed through the Denver II test and the quality of stimulation in the home environment assessed by the Home Observation for Measurement of the Environment (HOME). Results: 60% of the environments were considered to be at risk for child development and 43.3% presented inadequate development. The main domain affected was the language. Higher maternal education and bi-parental families showed a relationship with proper child development. Neonatal complications and hospitalization in intensive care units were more common in children who failed the test. The parents' low receptivity and the availability of materials at home were factors associated with the children's worst development performance. Conclusion: the results show that the high-risk children in this study had a developmental delay, especially in the language area. These delays are associated with low maternal education, single-parent home, parents' responsiveness and neonatal complications. RESUMOObjetivo: avaliar a associação entre o desenvolvimento infantil e riscos biológicos e ambientais. Métodos: foram selecionadas 30 crianças (0 a 30 meses), residentes em uma cidade no Vale do Jequitinhonha, Minas Gerais, Brasil, atendidas pelo Centro Viva Vida de Referência Secundária. Os critérios de inclusão foram: crianças que tinham história clínica de prematuridade e/ou desnutrição moderada à grave e outros fatores neonatais de risco. As crianças foram avaliadas quanto ao desenvolvimento por meio do teste Denver II e a qualidade de estímulo no ambiente domiciliar foi avaliada pelo Home Observation for Measurement of the Environment (HOME). Resultados: das 30 crianças avaliadas, 60% dos ambientes foram considerados de risco para o desenvolvimento infantil e 43,3% apresentou desenvolvimento inadequado. O principal domínio afetado foi o da linguagem. Maior escolaridade materna, constituição familiar biparental apresentaram associação com o adequado desenvolvimento infantil. A presença de intercorrências neonatais e necessidade de internação no centro de terapia intensiva foram mais presentes nas crianças que falharam no teste. A menor receptividade dos pais e disponibilidade de materiais para aprendizagem no domicílio foram fatores associados ao pior desempenho das crianças no Denver II. Conclusão: as crianças de alto risco do presente estudo apresentaram atraso no desenvolvimento, especialmente no domínio linguagem. Esses atrasos estão associados à baixa escolaridade materna, à relação monoparental, receptividade dos pais e intercorrências neonatais.

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Section: Discussionmentioning

confidence: 99%

Associação entre o desenvolvimento neuropsicomotor e fatores de risco biológico e ambientais em crianças na primeira infância

et al. 2017

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“…All these predictors need to be developed in the preschool period, since the experiences lived in these years are related to the cognitive and neuropsychomotor development and dependent on the quality of the stimuli received, which may come from both the family and the school environment 24 . Justifying, thus, the importance of early detection of changes in this period.…”

Section: Resultsmentioning

confidence: 99%

Neuropsychomotor development and auditory skills in preschool children

Guedes-Granzotti¹,

Siqueira²,

César³

et al. 2018

J. Hum. Growth Dev.

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Introduction:Neuropsychomotor development and auditory abilities, influenced by biological and environmental factors, are directly related to school performance. In this way, a screening test in school environment allows the prior identification of change in development, reducing the losses in child life.Objective: To characterize the relationship between neuropsychomotor development and auditory processing skills in preschool children.Methods: 108 preschool children from three public institutions with ages between four years and one month to five years and eleven months, of both sexes were screened. It was performed the screening of Central Auditory Processing (CAP) through the simplified evaluation of auditory processing and the neurodevelopment using the Developmental Screening Test II Denver. The data were analyzed by chi-square tests and bivariate correlation with Pearson coefficient, adopting a significance level of 5% and alpha of 0.1. Results:The screening of the CAP, 100% of the subjects showed normal responses in the test detection, 81.5% in sound localization, 49% in the test of non-verbal sequential memory and 58.3% in the test of verbal sequential memory. In the neuropsychomotor development screening, the frequency of appropriate responses to the chronological age was significant in all areas, being 86.1% (93) in personal social area, 92.5% (100) in the adaptive fine motor, 87 % (94) in language and 92.5% (100) in gross motor. It was found a significant relationship only between the language alterations and proofs of sequential memory (p <0.05). Conclusion:It was found that the group studied was relationship between the language alterations and alterations in the temporal ordering skills of the central auditory processing.

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“…The development of motor skills is the development of coordinated physical movement control between nerve centers, nerves and muscles [17]. fine motorics is defined as movement performed by using smooth muscles such as drawing, cutting, and forming.…”

Section: B Fine Motoricmentioning

confidence: 99%

Implementation of Mobile Robots Approach for Autistic Children Media Therapy

Febtriko¹,

Rahayuningsih²,

Sukri³

et al. 2018

IJET

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Autism is neural development disorder which complex and is characterized by difficulties in social interaction, communication, emotion and limited behaviour, repetitive and stereotyped characters. The development of people with autism experienced a very significant increase. Autistic fine motoric development of children with autism is done through the hands by using tools or creative media such as brushes, pencils, paper, scissors, clay, plastisin, foam, and others. One way to improve fine motor in autistic children is to play mobile robot therapy. Mobile robots media is an activity to control and regulate the movement of the robot that involves and requires coordination between the eyes, hands, and concentration. It is necessary to approach and use mobile robot in the effectiveness of play therapy in children with autism. Mobile robot as a medium that becomes a play therapy tool with mobile robot capability that can move and move from one place to another by following the pattern of lines that have been designed. The main purpose of this research is to design creativity according to the level of complexity of mobile robot use for children with autism. Besides the use of mobile robot as a medium of play therapy there is also analysis in research using Pre experimental design. Population in the sampling amounted to 20 children. Autistic children who become samples aged between 6 years to 12 years in Special School Kids Pekanbaru. Data collection to study the fine motor of autistic children, collected data analysed by descriptive analysis and Rank Wilcoxon test. The result of the research is a reciprocal relationship which means there is a difference of reciprocal relationship before and after the approach of using mobile robot in play therapy to improve fine motor in autistic children.

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Impact of extrinsic factors on fine motor performance of children attending day care

Cited by 12 publications

References 33 publications

Associação entre o desenvolvimento neuropsicomotor e fatores de risco biológico e ambientais em crianças na primeira infância

Associação entre o desenvolvimento neuropsicomotor e fatores de risco biológico e ambientais em crianças na primeira infância

Neuropsychomotor development and auditory skills in preschool children

Implementation of Mobile Robots Approach for Autistic Children Media Therapy

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