Desenvolvimento motor de crianças pré-termo moderadas aos sete e oito anos de idade

Lacerda, Ana Cristina Rodrigues; Fontes, Patricia Kubo; Araújo, Ana Paula Ulian de; Silva, Fernanda Cristina da; Pereira, Lívia Carvalho; Souza, Samantha de Miranda Ferreira

doi:10.1590/s1809-29502011000200014

Cited by 8 publications

References 15 publications

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“…The instrument has been used mainly for children with learning difficulties 20,33,36,37 and ADHD 21,22,24,31,38 , and the authors demonstrated an intrinsic correlation between motor development and learning 25,29,33 . Studies in children with attention deficit-hyperactivity disorder (ADHD) 21,22,24,31 evidenced that the motor age was lower than the chronological age in all studies, similar to investigations on children with learning difficulties 29,33 and prematurely born 23,32 .…”

Section: Referencessupporting

confidence: 69%

Application of Motor Development Scale: an integrative review

Santos¹,

Shimano

Araujo³

et al. 2019

Rev. CEFAC

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Objective: to know, understand, and analyze studies that employed the Motor Development Scale as a method for motor evaluation. Methods: the study included the databases Scielo, Pubmed, Lilacs, Science Direct, Web of Science, Scopus and Cochrane to identify the studies, using the following keywords: child; motor skills; motor skills disorders. The methodological quality of cross-sectional studies was analyzed by the Loney scale, cohort and case-control studies were assessed by the Newcastle-Ottawa scale, and clinical trials by the Physiotherapy Evidence Database. Results: twenty studies met the inclusion criteria. There was predominance of cross-sectional studies, which had as main outcome the analysis of motor development of schoolchildren, children with obesity and overweight, premature, with Attention Deficit Hyperactivity Disorder, learning disabilities and Down syndrome. The studies presented objective criteria to measure the outcome and for interpretation and applicability of adequate results, although they did not reach the minimum score established by the assessment scales. Conclusion: the Motor Development Scale is being used in Brazil in several contexts, presenting clear and statistically consistent results, although the methodologies of studies do not fully meet the standards of methodological quality.

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“…The authors assessed 37 children aged between 5 and 6 years with a mean GA of 33.54 weeks in the preterm group. In both the abovementioned studies, the preterm children were within the normal spectrum according to the instruments used and showed no difference in gross motor skills when compared to children born fullterm (37,38). As in the present study, a possible explanation for the difference found in relation to the literature may be the higher mean GA and birth weight (BW) when compared to other studies, which evaluated children with a GA of under 33 weeks and weight less than 1,500 g. These results reinforce the importance of expanding research on this population and not restricting studies to children born extremely preterm with extremely low weight.…”

Section: Discussionmentioning

confidence: 96%

“…Camargos et al (37) studied motor performance in moderate preterm schoolchildren aged 7 to 8 years and compared them to full-term children. The authors found that the former only exhibited delays in fine motor skills, with no differences in gross motor skills, balance, body schema, spatial or temporal organization.…”

Section: Discussionmentioning

confidence: 99%

Functionality of children aged 5 to 7 years born prematurely

et al. 2017

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Introduction: Preterm birth is one of several risk factors that can compromise child growth and development. Objective: Evaluate the functionality of 5 to 7-year-old schoolchildren born prematurely and compare them to children born full-term. Methods: This was a cross-sectional study with 110 children divided into 2 groups (55 in the preterm group - PTG; 55 in the full-term group - FTG). Sociodemographic data were collected of the families and children and the families were economically classified according to the Brazilian Economic Classification Criteria - CCEB (Brazilian Association of Market Research Companies - ABEP) Functionality was assessed using the Pediatric Evaluation of Disability Inventory (PEDI). Results: With respect to the descriptive variables, significant differences were observed for gestational age (p < 0.001), birth weight (p < 0.001), complications during the perinatal period (p < 0.001), current diseases (p = 0.010) and schooling level of the child (p = 0.023). In regard to functionality, on the Caregiver Assistance scale, a significant difference was recorded for mobility (p = 0.009). Conclusion: The results of this study demonstrate that 5 to 7-year-old schoolchildren born prematurely showed no differences in functional skills when compared to full-term children. However, the caregivers of preterm children provide greater mobility assistance compared to those caring for full-term children.

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“…Another study 13 , which used the same instrument, evaluated the motor skills of schoolchildren participating in social educational projects, sports projects and non-participants in extra-class structured activities, and its result evidenced the vast difference in motor skills that children participating in activities have compared to those who did not participate, especially those that are focused on specific sports. Other studies have used MDS to evaluate the development of schoolchildren, most of them indicating low motor performance scores of participants 14,15,16,17,18 . It is clear that the practice of physical activities in childhood and adolescence promotes the improvement in motor skills and the acquisition of new skills and experiences.…”

Section: Discussionmentioning

confidence: 99%

Intervenção psicomotora para estímulo do desenvolvimento motor de escolares de 8 a 10 anos

Silva

Pereira

Mincewicz

et al. 2017

Rev. Bras. Cineantropom. Desempenho Hum.

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DOI: http://dx.doi.org/10.5007/1980-0037.2017v19n2p150 The human being does not have static development throughout life. From conception to death, there are physical, psychological, social transformations and modifications, being vulnerable to restrictions. Interventions seek to reduce the effects of these restrictions, as children and adolescents are influenced by impoverished motor experiences in the family and school environment. The aim of this study was to evaluate the effects of an intervention program on 8-10-year-old schoolchildren in the public school system of Matinhos/PR, Brazil. Ninety-one 8-10-year-old schoolchildren from the 3rd, 4th and 5th grades were evaluated by the Motor Development Scale (MDS). Fifty-four of them presented risk of delay. Of these, 27 who performed weekly physical education classes were randomized into Control Group (CG), and 27 (Experimental Group - EG) to a psychomotor intervention program twice a week for four weeks. After interventions, EG and CG were reassessed. In the analysis of the General Motor Quotient (GMQ), it was verified that in all grades, EG presented a significant increase compared to the moment of evaluation, which was not observed among children in the CG. There was a significant increase in the averages in the reevaluation of CG and GE, however, EG presented significant differences in the Fine Motor and Balance dimensions. Intervention improved GMQ, Fine Motor and Balance compared to traditional Physical Education class.

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“…Regarding the assessment of body perception, the available tests are usually part of a complex battery, developed for the observation of psychomotricity factors in general. In such batteries, body perception is assessed through body design 15,16 . From the point of view of developmental psychology, the child's drawing expresses knowledge about his own body, the designs obtained in the BPM body drawing sub-factor were evaluated according to parameters related to the level of anatomical details, established by the authors.…”

Section: Introductionmentioning

confidence: 99%

Body self-perception in age school children with Down Syndrome

Silva

Cotonhoto²,

Souza

2020

jhgd

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Introduction: The notion of body or body perception is of great importance in the development of motor skills and functionality. In atypical development situations, as in the case of Down syndrome (DS) there is a delay in the development and motor skills are compromised, which possibly is reflected in the quality of body self-perception in children with DS. Objective: To assess the characteristics of body self-perception in school age children with DS. Methods: This is an exploratory and descriptive study involving 10 children aged between seven and nine years. To assess body perception, it was used the Body Notion factor from the Psychomotor Battery (BPM). Data analysis was performed qualitatively and quantitatively according to the criteria established by the instruments and the researchers. Results: The participants' performance regarding the notion of body was not related to their age. The right and left discrimination capability was the body notion sub-factor with the worst performance and the self-image was the sub-factor with the best performance. The drawings of the human figure were split into two categories: unidentifiable (Class A, n = 8) and recognizable (Class B, n = 2). Conclusion: It is suggested that the self-perception of children with Down Syndrome analyzed in this study has a strong relationship with the body and environmental stimuli together with psychomotor and cognitive development, which, however, does not coincide with their chronological age.

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Desenvolvimento motor de crianças pré-termo moderadas aos sete e oito anos de idade

Cited by 8 publications

References 15 publications

Application of Motor Development Scale: an integrative review

Functionality of children aged 5 to 7 years born prematurely

Intervenção psicomotora para estímulo do desenvolvimento motor de escolares de 8 a 10 anos

Body self-perception in age school children with Down Syndrome

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