Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement

Cameron, Claire E.; Brock, Laura L.; Murrah, William M.; Bell, Lindsay H.; Worzalla, Samantha L.; Grissmer, David W.; Morrison, Frederick J.

doi:10.1111/j.1467-8624.2012.01768.x

Cited by 376 publications

(473 citation statements)

References 58 publications

Supporting

Mentioning

406

Contrasting

Unclassified

Order By: Relevance

“…From birth to age 5, these functions regulate and coordinate sensory processing and help in the retrieval of information from memory while children learn to engage behaviorally, read, write, do arithmetic, copy a shape, catch a ball, and jump rope (34,35). During the preschool years, motor skills strongly forecast cognitive skills and vice versa (20)(21)(22). This relationship is attributable to their common recruitment of the cerebellum, basal ganglia, and prefrontal cortex (20).…”

Section: Discussionmentioning

confidence: 99%

“…The findings from these studies reveal that cognitive and attention skills show the most power in forecasting later math and reading achievement. Although they have long been neglected by researchers, motor skills have finally been acknowledged as important in forecasting math and reading achievement in later grades (20)(21)(22) and many successful preschool programs have included movement as a part of their curricula (23).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Early childhood television viewing and kindergarten entry readiness

2013

View full text Add to dashboard Cite

Background:Using a large population-based sample, this study aims to verify whether televiewing at 29 mo, a common early childhood pastime, is prospectively associated with school readiness at 65 mo. Methods: Participants are a prospective longitudinal cohort of 991 girls and 1,006 boys from the Quebec Longitudinal Study of Child Development with parent-reported data on weekly hours of televiewing at 29 mo of age. We conducted a series of ordinary least-squares regressions in which children's scores on direct child assessments of vocabulary, mathematical knowledge, and motor skills, as well as kindergarten teacher reports of socioemotional functioning, were linearly regressed on early televiewing. results: Every SD increase (1.2 h) in daily televiewing at 29 mo predicted decreases in receptive vocabulary, number knowledge scores, classroom engagement, and gross motor locomotion scores, as well as increases in the frequency of victimization by classmates. conclusion: Increases in total time watching television at 29 mo were associated with subsequent decreases in vocabulary and math skills, classroom engagement (which is largely determined by attention skills), victimization by classmates, and physical prowess at kindergarten. These prospective associations, independent of key potential confounders, suggest the need for better parental awareness and compliance with existing viewing recommendations put forth by the American Academy of Pediatrics (AAP).

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Early childhood television viewing and kindergarten entry readiness

2013

View full text Add to dashboard Cite

show abstract

“…Good executive functioning has been found to contribute to academic achievement in preschoolers (Cameron et al, 2012), school-aged children and adolescents (Best, Miller, & Naglieri, 2011;Bull & Scerif, 2001). Impaired executive functioning in turn has been found to be related to neurodevelopmental disorders such as attention deficit hyperactivity disorder (ADHD; Barkley, 1997b) and autism spectrum disorders (ASD; Hill, 2004).…”

Section: Executive Functionsmentioning

confidence: 99%

Infants in Control: Prospective Motor Control and Executive Functions in Action Development

Gottwald¹

2018

Preprint

View full text Add to dashboard Cite

This thesis assesses the link between action and cognition early in development. Thus the notion of an embodied cognition is investigated by tying together two levels of action control in the context of reaching in infancy: prospective motor control and executive functions.The ability to plan our actions is the inevitable foundation of reaching our goals. Thus actions can be stratified on different levels of control. There is the relatively low level of prospective motor control and the comparatively high level of cognitive control. Prospective motor control is concerned with goal-directed actions on the level of single movements and movement combinations of our body and ensures purposeful, coordinated movements, such as reaching for a cup of coffee. Cognitive control, in the context of this thesis more precisely referred to as executive functions, deals with goal-directed actions on the level of whole actions and action combinations and facilitates directedness towards mid-and long-term goals, such as finishing a doctoral thesis. Whereas prospective motor control and executive functions are well studied in adulthood, the early development of both is not sufficiently understood.This thesis comprises three empirical motion-tracking studies that shed light on prospective motor control and executive functions in infancy. Study I investigated the prospective motor control of current actions by having 14-month-olds lift objects of varying weights. In doing so, multi-cue integration was addressed by comparing the use of visual and non-visual information to non-visual information only. Study II examined the prospective motor control of future actions in action sequences by investigating reach-to-place actions in 14-month-olds. Thus the extent to which Fitts' law can explain movement duration in infancy was addressed. Study III lifted prospective motor control to a higher that is cognitive level, by investigating it relative to executive functions in 18-months-olds.Main results were that 14-month-olds are able to prospectively control their manual actions based on object weight. In this action planning process, infants use different sources of information. Beyond this ability to prospectively control their current action, 14-month-olds also take future actions into account and plan their actions based on the difficulty of the subsequent action in action sequences. In 18-month-olds, prospective motor control in manual actions, such as reaching, is related to early executive functions, as demonstrated for behavioral prohibition and working memory. These findings are consistent with the idea that executive functions derive from prospective motor control. I suggest that executive functions could be grounded in the development of motor control. In other words, early executive functions should be seen as embodied.

show abstract

“…This implies that the implementation of fine motor intervention activities for children with ASD developed a greater sense of self-confidence and demonstrated improved skill levels (Brook, Wagenfeld, &Thompson, 2016). Many children show significant improvement in their fine motor skills when given greater exposure to and practice creative fine motor activities (Dankert, Davies, & Gavin, 2003;Cameron, Brock, Murrah, Bell, Worzalla, Grissmer, & Morrison, 2012). Also, the improvement of fine motor skills in children will permit them to do a variety of significant functional tasks (Zimmer & Desch, 2012).…”

Section: International Journal Of Research Studies In Psychology 37mentioning

confidence: 99%

Motor intervention activities for children with autism spectrum disorders

Catama¹,

Calalang²,

Cada³

et al. 2017

IJRSP

View full text Add to dashboard Cite

One of the defining characteristics of children with Autism Spectrum Disorders is deficit in motor functioning. The necessity of intervention activities in improving the motor skills of children with ASD is greatly needed. Thus, this study explores extent of effectiveness of the gross and fine motor intervention activities that are used by twelve (12) Special Education (SPED) teachers who have a direct contact with those children with ASD in three (3) school-centers in Baguio City. A mixed method, both quantitative and qualitative, was used in gathering and interpreting the data of this research. It was found out that the extent of effectiveness on the use of gross motor intervention activities for children with ASD was effective, while the extent of effectiveness on the use of fine motor intervention activities for children with ASD was very effective.

show abstract

Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement

Cited by 376 publications

References 58 publications

Early childhood television viewing and kindergarten entry readiness

Early childhood television viewing and kindergarten entry readiness

Infants in Control: Prospective Motor Control and Executive Functions in Action Development

Motor intervention activities for children with autism spectrum disorders

Contact Info

Product

Resources

About