Motor Development during Infancy and Early Childhood: Overview and Suggested Directions for Research

Malina, Robert M.

doi:10.5432/ijshs.2.50

Cited by 121 publications

(128 citation statements)

References 63 publications

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“…During pre-school age, one can observe variation in physical activity between boys and girls. Young males prefer activities that require more energy and strength, while females are better at coping with motor skills based on balance and rhythm [21,22,26]. However, in our study comparing balance in boys and girls born at term and preterm, no difference was found in the ability to maintain balance control in the conditions of dynamic and static equilibrium according to gender.…”

Section: Discussioncontrasting

confidence: 51%

Balance in children born prematurely currently aged 6–7

Dziuba

Drzał–Grabiec

Truszczyńska-Baszak

et al. 2017

Biomedical Human Kinetics

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SummaryStudy aim: Premature birth is one of the major problems of obstetrics, leading to numerous complications that are associated with prematurity, for instance balance disorders. The aim of the study was to assess the impact of premature birth on the ability to maintain balance in children commencing their school education. Material and methods:The study included children aged 6-7 years. The study group consisted of 59 children (31 girls and 28 boys, mean age 6.38 ± SD 0.73) born prematurely between 24 and 35 weeks of gestation. The control group consisted of 61 children (28 girls and 33 boys, mean age 6.42 ± 0.58) born at term. The research utilized standardized test tools -one-leg openeyed and closed-eyed standing test, one-leg jumping test -and an original questionnaire survey. Results: The children born at term achieved better results in the majority of tests. The comparison of girls and boys born prematurely and at term showed no statistically significant difference between them in terms of dynamic balance, static balance or total balance control. The comparison of the tests performed on the right and left lower limb in prematurely born children showed no statistically significant differences. Conclusion: Premature birth affects the ability to maintain body balance. The results of the study indicate the need to develop coordination skills that shape body balance in prematurely born children.

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Section: Discussioncontrasting

confidence: 51%

Balance in children born prematurely currently aged 6–7

Dziuba

Drzał–Grabiec

Truszczyńska-Baszak

et al. 2017

Biomedical Human Kinetics

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“…In all, infancy is a critical period of development of intellectual abilities in subsequent life (Gale et al 2004;Räikkonen et al 2009). Faster growth of the brain and central nervous system resulting in earlier motor development in infancy (Malina 2004) may have far-reaching effects on cognitive reserve capacity in older age , which might partly explain the finding of our study. Although adjustment for educational attainment did not notably attenuate the associations in the present study, the results of the other studies might suggest that earlier motor development in infancy may increase opportunities to attain higher educational achievements in later life (Taanila et al 2005) which are further associated with better cognitive performance (Deary et al 2007).…”

Section: Discussionmentioning

confidence: 58%

“…Motor development in infancy is a continuous process through which a child achieves new movement patterns and learns new motor skill (Gallahue et al 2012). Maturation of neural circuits and rapid brain growth is associated with motor development in infancy (Malina 2004;Shenkin et al 2009;Thelen 1995). Infancy has been suggested to be one of the critical periods of development for intellectual abilities in subsequent life (Gale et al 2004;Räikkonen et al 2009).…”

Section: Introductionmentioning

confidence: 99%

Infant motor development and cognitive performance in early old age: the Helsinki Birth Cohort Study

Poranen-Clark

Bonsdorff

Lahti

et al. 2015

AGE

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Motor development and cognitive development in childhood have been found to be fundamentally interrelated, but less is known about the association extending over the life course. The aim of this study was to examine the association between early motor development and cognitive performance in early old age. From men and women belonging to the Helsinki Birth Cohort Study, who were born between 1934 and 1944 and resided in Finland in 1971, 1279 participated in cognitive performance tests (CogState®, version 3.0.5) between 2001 and 2006 at an average age of 64.2 years (SD 3.0). Of these, age at first walking extracted from child welfare clinic records was available for 398 participants. Longer reaction times in cognitive tasks measuring simple reaction time (SRT), choice reaction time (CRT), working memory (WM), divided attention (DA), and associated learning (AL) indicated poorer cognitive performance. Adjustment was made for sex, age at testing, father's occupational status and own highest attained education, and occupation in adulthood. Average age of learning to walk was 12.2 months (SD 2.1). After adjusting for covariates, earlier attainment of learning to walk was associated with shorter reaction times in cognitive performance tasks (SRT 10.32 % per month, 95 % CI 0.48-21.12, p=0.039; CRT 14.17 % per month, 95 % CI 3.75-25.63, p= 0.007; WM 15.14 % per month, 95 % CI 4.95-26.32, p=0.003). People who learned to walk earlier had better cognitive performance in early old age. The earlier attainment of motor skills may track over to early old AGE (2015)

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“…Given that the preschool age is considered to be a critical stage for developing fundamental motor skills (Malina, 2004 Goldfield et al, 2012), and because only a small percentage of children at this age acquire basic motor skills to a satisfactory level (Μalina, 2004), assessing the kinematic characteristics of basic motor skills and implementing an appropriate program to improve these specific skills is considered to be necessary.…”

Section: Introductionmentioning

confidence: 99%

Assessment of kinematic characteristics of preschoolers’ gait during the implementation of an intervention training program

Axeti

Gissis

Vrabas

et al. 2017

jhse

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The purpose of this study was to assess the kinematic characteristics of the gait of preschoolers before and after the implementation of an intervention training program. A group of twenty preschoolers without motor disorders participating in the study were assigned to two groups: the experimental group -10 preschoolers (mean age 4.9±0.2 years) -and the control group -10 preschoolers (mean age 4.8±0.3 years). Participants were assessed using the same test before and after the implementation of the intervention training program: they had to walk in a straight line three times along a distance of 5 meters (m). Kinematic variables were analysed based on 3D video processing using APAS software. Repeated Measures ANOVA was used to examine the effectiveness of the intervention training program (p<0.05). Results indicated that there were statistically significant differences in the Displacement of the Center of Mass during the Right Foot Support phase. There is a need for intervention training programs to enhance motor skill levels and the quality of movement in all children.

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Motor Development during Infancy and Early Childhood: Overview and Suggested Directions for Research

Cited by 121 publications

References 63 publications

Balance in children born prematurely currently aged 6–7

Balance in children born prematurely currently aged 6–7

Infant motor development and cognitive performance in early old age: the Helsinki Birth Cohort Study

Assessment of kinematic characteristics of preschoolers’ gait during the implementation of an intervention training program

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