Fine motor skill proficiency in typically developing children: On or off the maturation track?

Gaul, David; Issartel, Johann

doi:10.1016/j.humov.2015.12.011

Cited by 85 publications

(78 citation statements)

References 46 publications

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“…The reduction in performance could arise because children are spending less time practicing writing skills, and more time using electronic devices. Our results are consistent with a recent study which showed that typically developing children score lower than expected norms on several standardized tests of fine motor skills (Gaul & Issartel, 2016).…”

Section: Profile Of Visuomotor Skill Developmentsupporting

confidence: 93%

Concurrent maturation of visuomotor skills and motion perception in typically‐developing children and adolescents

Niechwiej-Szwedo

Meier

Christian

et al. 2019

Developmental Psychobiology

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Perceptual and visuomotor skills undergo considerable development from early childhood into adolescence; however, the concurrent maturation of these skills has not yet been examined. This study assessed visuomotor function and motion perception in a cross‐section of 226 typically‐developing children between 4 and 16 years of age. Participants were tested on three tasks hypothesized to engage the dorsal visual stream: threading a bead on a needle, marking dots using a pen, and discriminating form defined by motion contrast. Mature performance was reached between 8 and 12 years, with youngest maturation for kinematic measures for a reach‐to‐grasp task, and oldest maturation for a precision tapping task. Performance on the motion perception task shared no association with motor skills after controlling for age.

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Section: Profile Of Visuomotor Skill Developmentsupporting

confidence: 93%

Concurrent maturation of visuomotor skills and motion perception in typically‐developing children and adolescents

Niechwiej-Szwedo

Meier

Christian

et al. 2019

Developmental Psychobiology

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“…While there seems to be an agreement regarding girls outperforming boys in fine motor activities, results concerning a sex gap in other areas or in general coordination are often inconclusive. Previous research has already argued that girls get fewer opportunities to practice gross motor activities, encouragement and reinforcement, while simultaneously participating more in drawing and cutting activities, resulting in different motor competence patterns [35]. Consequently, it is to be expected to find that, in general, children show more proficiency in those activities which they engage in and practice more frequently (i.e., fine motor and self-care activities for girls, and gross motor and dynamic activities for boys).…”

Section: Discussionmentioning

confidence: 99%

Interrelation of Individual, Country and Activity Constraints in Motor Activities of Daily Living among Typically Developing Children: A Cross-sectional Comparison of Spanish and Dutch Populations

Delgado-Lobete

Montes-Montes

Pértega-Díaz

et al. 2020

IJERPH

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Motor performance is influenced by individual, environmental, and task constraints. Children perform differently according to individual (i.e., sex), environmental (i.e., country), and task (i.e., type of activity) factors. However, little is known about the effect of the interaction between sex and country factors across different activities of daily living (ADL) learning, participation, and performance. The main aim of this study was to examine the relationship between sex, country, and type of activity in motor-based ADL learning, participation, and performance in five-to-eight-year-old, typically developing children. Additionally, we aimed to compare the prevalence of probable Developmental Coordination Disorder (DCD) across sex and country. The DCDDaily-Q was used to assess ADL learning, participation, and performance in 300 age and sex-matched children from Spain and The Netherlands. The prevalence of probable DCD was determined based on the total ADL performance score. Results showed that differences in ADL learning, participation and performance differed across sex and country (p < 0.05). Prevalence of probable DCD was statistically similar in both countries. These findings show that daily participation and performance in typically developing children may be influenced by individual, country, and task constraints, and that country and sex may have different influences on particular tasks.

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“…A 2 (MC-HOME) × 3 (SES) general linear model was conducted to explore differences in MD. An analysis of covariance was used to test whether main and interaction effects changed with the presence of Age (covariate), because previous studies report that MD changes with age (Gaul & Issartel, 2016;Spessato, Gabbard, Valentini, & Rudisill, 2012). Gender did not show significant differences in the preliminary analyses; therefore, it was not included.…”

Section: Discussionmentioning

confidence: 99%

Motor development in school‐age children is associated with the home environment including socioeconomic status

Ferreira

Godinez

Gabbard

et al. 2018

Child

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The aim of the present study was to examine how the home environment, including socioeconomic status (SES), affects motor development in school-age children. Seven hundred seven children (332 boys and 375 girls) aged between 6 and 10 years participated in the study. Motor Development was determined using the Bruininks-Oseretsky Test of Motor Proficiency-Second Edition. Parents answered the Middle Childhood Home Observation Measurement of the Environment (HOME) Inventory, and Brazilian Association of Market Research Institutes Questionnaire (for SES). Children from "Adequate" homes (HOME score), compared with "Less Adequate," displayed better motor behavior. Mediation and moderation analysis revealed that motor development increased as SES increased. The proportion of variance in motor development explained by SES increased from 9% to 13% when the home was added as a mediation variable. We also found that the effect of SES on motor development was moderated by age. For older children, the effect was lower than for younger children. The best model used SES as the predictor, HOME as the mediator, and AGE as the moderator variable and explained 17% of the variance in motor development. In summary, these findings suggest that, like previous reports with young children, the HOME environment and SES may play an important role in motor development of school-age children. Our findings encourage the assessment of the home and interventions that take into account the home environment to improve motor development in school-age children.

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Fine motor skill proficiency in typically developing children: On or off the maturation track?

Cited by 85 publications

References 46 publications

Concurrent maturation of visuomotor skills and motion perception in typically‐developing children and adolescents

Concurrent maturation of visuomotor skills and motion perception in typically‐developing children and adolescents

Interrelation of Individual, Country and Activity Constraints in Motor Activities of Daily Living among Typically Developing Children: A Cross-sectional Comparison of Spanish and Dutch Populations

Motor development in school‐age children is associated with the home environment including socioeconomic status

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