Association between reduced visual-motor integration performance and socioeconomic factors among preschool children in Malaysia: A cross-sectional study

Abstract

Visual-motor integration (VMI) is related to children’s academic performance and school readiness. VMI scores measured using the Beery-Bucktenicka Developmental Test of Visual-Motor Integration (Beery-VMI) can differ due to differences in cultural and socioeconomic backgrounds. This study compared the VMI scores of Malaysian preschoolers with the corresponding US norms and determined the association between their VMI scores and socioeconomic factors. A cross-sectional study was conducted among 435 preschoolers (mean age: 5.95±0.47 years; age range: 5.08–6.83 years) from randomly selected public and private preschools. VMI scores were measured using Beery-VMI in the preschools’ classrooms. Information on the socioeconomic characteristics of the preschoolers was obtained using a parent-report questionnaire. One sample t-test was used to compare their VMI scores with the corresponding US norms. Multivariate logistic regression models were used to explore the influence of socioeconomic factors on the preschoolers’ VMI scores. Overall, Malaysian preschoolers’ VMI performance was similar to the US standardized norms (p>0.05). Children from low-income families were twice likely to obtain lower than average VMI scores than those from higher-income families (OR = 2.47, 95%CI 1.05, 5.86). Children enrolled at public preschools were more likely to obtain a lower than average VMI score than those who enrolled at private preschools (OR = 2.60, 95%CI 1.12, 6.06). Children who started preschool at the age of six were more likely to obtain lower than average VMI scores than those who started at an earlier age (OR = 4.66, 95%CI 1.97, 11.04). Low maternal education level was also associated with lower than average VMI score (OR = 2.60, 95%CI 1.12, 6.06). Malaysian preschoolers’ Beery-VMI performance compared well to their US counterparts. Some socioeconomic factors were associated with reduced VMI scores. Those from disadvantaged socioeconomic backgrounds are more likely to have reduced VMI performance, potentially adversely affecting their school readiness, cognitive performance, and future academic achievements.

Association between Visual Perception and Socioeconomic Status in Malaysian Preschool Children: Results from the Test of Visual Perceptual Skills-4

“…Indeed, children who grow up in lower-income families are found to be less prepared when entering preschool, resulting in lower academic performance when they enter school [ 42 , 43 ]. Previous studies published in this country have reported that socioeconomic status is significantly associated with various developmental aspects, such as cognitive level [ 44 , 45 ] and visual–motor skills [ 15 ]. Indeed, parental employment and their financial involvement in their children’s learning were significantly associated with children’s cognitive levels [ 46 ], reading interests [ 47 ], and academic achievements [ 48 ], contributing positively to children’s development.…”

“…For example, children from higher socioeconomic backgrounds typically outperform those from middle and low socioeconomic backgrounds [ 14 ]. A recent study reported that preschoolers from low-income families had lower than average visual–motor integration performance [ 15 ] and were likelier to fail visual screening tests [ 16 ] than those from higher-income families. Thus, young children’s visual perceptual abilities must be correctly measured, as they are crucial to their functional task performance [ 17 ] and, consequently, their school readiness.…”

A Study of Visual Motor Skills of Children With Special Needs

“…Visual-motor coordination is defined as the ability to coordinate visual perception and motor coordination (Hairol, Nordin, P'ng, Sharanjeet-Kaur, Narayanasamy, Mohd-Ali, Ahmad & Kadar, 2021;Memisevic ve Djordjevic, 2018;Ercan, Yılmaz, Taş ve Aral, 2016). Interactive coordination of both fine motor and visual perceptual skills creates visual-motor coordination.…”

The Impact of School Closures during COVID-19 Lockdown on Visual–Motor Integration and Block Design Performance: A Comparison of Two Cohorts of Preschool Children

“…Strict restrictions for physical access to early education institutions may prevent children from attaining these skills essential for learning, particularly those of lower socioeconomic backgrounds. A previous study has reported that preschool children from lower-income families have poorer VMI performance than those from higher-income families [ 35 ]. Children from this disadvantaged group were more likely to be impacted by their inability to attend physical classes for formal learning.…”