Inter-relações entre o desempenho no processo de aprendizagem escolar e o desenvolvimento das capacidades motoras: revisão da literatura

Tavares, Alessandra; Cardoso, Ana Amélia

doi:10.11606/issn.2238-6149.v27i1p88-93

Cited by 7 publications

(5 citation statements)

References 6 publications

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“…Learning difficulties are considered alterations in executive functions, and thus, of brain functions, which interfere with the understanding capacity, with consequences on reading, writing and calculation skills 10 . As in this study, there is evidence of a relationship between learning difficulties and psychomotor alterations 9,30 , which emphasizes the need for multiprofessional assessment in cases of learning difficulties.…”

Section: Discussionmentioning

confidence: 99%

“…It is known that there are many children whose development is at risk for various reasons and that 50% of those children could have their delays minimized through early identification and intervention 2 . Estimations indicate that 15 to 30% of schoolchildren can have learning difficulties, with consequences to their neuropsychomotor development 10 .…”

Section: Introductionmentioning

confidence: 99%

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Characterization of neuropsychomotor and language development of children receiving care from groups at an extended Family Health Care Center: an interprofessional approach

et al. 2020

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ABSTRACT Purpose: to characterize the language and neuropsychomotor development of children referred for speech-language-hearing and physical therapy at an Extended Family Health Care Center (NASF) in Paranaguá, Paraná, Brazil. Methods: 36 children aged 3 to 13 (7.9 ± 2.3) years were assessed through anamnesis, speech-language-hearing assessment with a flipchart, and motor development scale (MDS). The analysis was made with the two-tailed Pearson correlation test. Results: 69% had no initial clinical diagnosis; 83% were referred by their school, due to suspected language difficulties (92%), which were confirmed. Children both at risk and with psychomotor delays represented 69% of the sample; 78% of the children had learning difficulties and overall motor age 16 months below their chronological age, on average. The psychomotor areas with the worst scores for motor age and motor quotient were temporal organization, body scheme, and spatial organization. School difficulties were related to delays in motor age (p = 0.03), MDS psychomotor profile classification (p = 0.01), overall motor quotient (p = 0.04), and psychomotor diagnosis (p = 0.001). Conclusion: it is concluded that children both at risk and with psychomotor delays pose a great demand. Most of them present language delays, and have difficulties in other areas as well, confirming the need for health professionals’ multi- and interdisciplinary actions. NASF is an option for promoting follow-up and intervention.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Characterization of neuropsychomotor and language development of children receiving care from groups at an extended Family Health Care Center: an interprofessional approach

et al. 2020

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“…Durante os primeiros anos do Ensino Fundamental (entre os 06 e 12 anos), além dos processos de aprendizagem escolar, abrangem um período em que as crianças estão vivendo mudanças importantes em seu processo de desenvolvimento, onde ocorre o amadurecimento das principais habilidades motoras (TAVARES; CARDOSO, 2016). É nessa fase de transição da Educação Infantil para o Ensino Fundamental em que o processo de escolarização exige outras regras e a educação física escolar tem um papel fundamental na evolução dessas habilidades, onde ocorrerão melhorias nos aspectos social, cognitivo e afetivo, através do propósito do professor nas aulas (ROMANO; CONEGUNDES; CARNEIRO, 2021).…”

Section: Introductionunclassified

Efeitos da pandemia COVID-19 no desenvolvimento motor infantil e no rendimento escolar: revisão integrativa

Da Silva,

Vianna

2023

Cuad. Ed. Desar.

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Com a pandemia do vírus da Covid-19 e o período de isolamento que iniciou em 2020, onde ocorreu a privação do ambiente escolar e áreas de lazer, as crianças foram mantidas dentro de suas casas por um longo período, tiveram acesso à educação remota e sofreram uma carência de experiências físicas, sem interação social ou estímulos psicomotores adequados, o que pode ter influenciado de alguma forma no desenvolvimento motor e cognitivo desses jovens. Ao considerar a pandemia de COVID-19, demanda-se um esforço científico para mapear os seus efeitos em crianças e adolescentes em idade escolar e propor intervenções compensatórias, o presente estudo teve por objetivo identificar, analisar e sintetizar os artigos científicos publicados nas bases de dados o Scientific Eletronic Library Online (Scielo), a Biblioteca Virtual da Saúde (BVS) e Bireme/LILACS, no período entre 2020 a 2023, que abordaram os temas desenvolvimento motor infantil, pandemia, Covid-19, aprendizagem e rendimento escolar de alunos do primeiro segmento do Ensino Fundamental. Foi possível encontrar estudos que confirmam o aumento das desigualdades de aprendizagem durante a pandemia. Contudo, os impactos analisados e encontrados foram em relação aos aspectos cognitivos, de linguagem e escrita, com poucas evidências sobre os aspectos motores. Sugere-se que mais estudos sejam realizados, relacionados ao desenvolvimento motor de crianças do primeiro ciclo do Ensino Fundamental, a fim de mapear o que vem sendo produzido acerca dos efeitos da pandemia da Covid-19.

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“…Conducting more studies directed at this population is crucial to improve the quality of life of people with ASD. Motor coordination presents as a common dysfunction, compromising children’s performance of ADLs and school activities [ 17 ]. This subject has drawn the attention of researchers in the past.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Physical Activity on Motor Skills of Children with Autism Spectrum Disorder: A Meta-Analysis

Monteiro

Silva

Sodré

et al. 2022

IJERPH

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Objective: The present study was aimed at analyzing the effect of physical activity on motor coordination in children with ASD. Methods: On 28 June 2021, a systematic review with meta-analysis was performed using the following databases: MEDLINE, SciELO, LILACS, PEDro, SPORTDiscus, CINAHL, SCOPUS, Web of Science, Cochrane, and Science Direct. We analyzed the methodological quality and risk of bias using the Jadad scale and Cochrane tool, respectively. Motor coordination results were meta-analyzed using the RevMan program. Two independent researchers used the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) tool to assess the level of evidence from the meta-analysis. Results: We found four studies in the listed databases and five randomized clinical trials were included in the meta-analysis that included 109 children with ASD. Children with ASD who performed physical activity did not present significantly better motor coordination than control children (p = 0.12). Conclusions: Considering the clinical importance of physical activity for children with ASD, this systematic review with meta-analysis showed that physical activity had no statistically significant effects on coordination in individuals with ASD.

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Inter-relações entre o desempenho no processo de aprendizagem escolar e o desenvolvimento das capacidades motoras: revisão da literatura

Cited by 7 publications

References 6 publications

Characterization of neuropsychomotor and language development of children receiving care from groups at an extended Family Health Care Center: an interprofessional approach

Characterization of neuropsychomotor and language development of children receiving care from groups at an extended Family Health Care Center: an interprofessional approach

Efeitos da pandemia COVID-19 no desenvolvimento motor infantil e no rendimento escolar: revisão integrativa

The Effect of Physical Activity on Motor Skills of Children with Autism Spectrum Disorder: A Meta-Analysis

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