The Effect of Environmental Contexts on Motor Proficiency and Social Maturity of Children: An Ecological Perspective

Abstract

Physical environmental factors affect the developmental process of children. Thus, the main purpose of the present study was to investigate the two intervention models of affordances on the motor proficiency and social maturity of children. A semi-experimental research design with a pretest–posttest design and two groups were used, adopting the convenience method. Two groups of 15 children (aged 5.5–6.5 years) engaged in 12 weeks of nature school or kindergarten. The Bruininks–Oseretsky test of motor proficiency and the Vineland social maturity scale were used. The results of a mixed ANOVA showed that natural outdoor activity has a greater positive effect on motor proficiency and social maturity than kindergarten activities. Intra-group analysis also showed that both groups had progressed, but the nature school group made more progress. These results were discussed and interpreted based on the types of environmental affordances, Gibson’s theory, Bronfenbrenner theory, and child-friendly environment. It was suggested that natural environmental stimulations play a critical role in optimal child motor and social development during the early stages of life.

Interaction between Pre-School Children’s Physical Activity and Physical Fitness and Their Parents’ Physical Activity

“…The child's movement and functioning are important manifestations that allow them to become stronger and healthier. It is an important factor of growth and maturation (Fathirezaie et al, 2021). The level of physical activity of children has changed dramatically over the last few decades.…”

Reliability levels of motor competence in youth athletes

“…Regarding the components and the necessity to have valid and reliable tests to assess and quantify levels of MC, and consequently, identify skill deficiencies, and determine the effectiveness of motor skill intervention [ 16 , 17 ], Luz et al [ 18 ] developed a quantitative model (Motor Competence Assessment—MCA) that could be applicable in research, education and clinical contexts. This developed model is represented by six motor tasks, grouped into the three components of the MC (manipulative, locomotor and stability) and it was considered the first assessment tool designed to evaluate, at the same time and along the lifespan, the three components referred previously [ 19 ].…”

Development and Construct Validation of a Questionnaire for Measuring Affordances for Motor Behavior of Schoolchildren

“…Thus, other environments, such as the school, home of close friends, neighbors, or sports environments become important microsystems, and their opportunities for promoting children's development should be analyzed (Fathirezaie et al, 2021;Flôres et al, 2019;Lewallen et al, 2015;Nobre et al, 2020). Even though the importance of different microsystems is widely accepted in the literature (e.g, Bronfenbrenner, 2005;Bronfenbrenner & Ceci, 1993;Flôres et al, 2019), few researchers have tried to assess what these contexts afford to school-aged children (e.g, Dias et al, 2017;Gubbels, Van Kann, & Jansen, 2012;Kjønniksen, Anderssen, & Wold, 2009;Monsur, Mansur, & Islam, 2017;Mota et al, 2005;Nettlefold et al, 2011;D.…”