Relations of Preschoolers' Visual-Motor and Object Manipulation Skills with Executive Function and Social Behavior

Autor/inn/en	MacDonald, Megan; Lipscomb, Shannon; McClelland, Megan M.; Duncan, Rob; Becker, Derek; Anderson, Kim; Kile, Molly
Titel	Relations of Preschoolers' Visual-Motor and Object Manipulation Skills with Executive Function and Social Behavior
Quelle	In: Research Quarterly for Exercise and Sport, 87 (2016) 4, S.396-407 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (MacDonald, Megan) ORCID (Kile, Molly) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
DOI	10.1080/02701367.2016.1229862
Schlagwörter	Correlation; Visual Perception; Psychomotor Skills; Executive Function; Social Behavior; Preschool Children; Scores; Age Differences; Gender Differences; Socioeconomic Status; Geographic Location; Preschool Education; Object Manipulation; Motor Development; Rating Scales; Structural Equation Models; Oregon; Peabody Developmental Motor Scales + Suchen Sie Ihr Suchwort? Korrelation; Visuelle Wahrnehmung; Psychomotorische Aktivität; Social behaviour; Soziales Verhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Motorische Entwicklung; Rating-Skala
Abstract	Purpose: The purpose of this article was to examine specific linkages between early visual-motor integration skills and executive function, as well as between early object manipulation skills and social behaviors in the classroom during the preschool year. Method: Ninety-two children aged 3 to 5 years old (M[subscript age] = 4.31 years) were recruited to participate. Comprehensive measures of visual-motor integration skills, object manipulation skills, executive function, and social behaviors were administered in the fall and spring of the preschool year. Results: Our findings indicated that children who had better visual-motor integration skills in the fall had better executive function scores (B = 0.47 [0.20], p < 0.05, ß = 0.27) in the spring of the preschool year after controlling for age, gender, Head Start status, and site location, but not after controlling for children's baseline levels of executive function. In addition, children who demonstrated better object manipulation skills in the fall showed significantly stronger social behavior in their classrooms (as rated by teachers) in the spring, including more self-control (B - 0.03 [0.00], p < 0.05, ß = 0.40), more cooperation (B = 0.02 [0.01], p < 0.05, ß = 0.28), and less externalizing/hyperactivity (B = -0.02 [0.01], p < 0.05, ß = -0.28) after controlling for social behavior in the fall and other covariates. Conclusion: Children's visual-motor integration and object manipulation skills in the fall have modest to moderate relations with executive function and social behaviors later in the preschool year. These findings have implications for early learning initiatives and school readiness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01