Araştırma Makalesi
Yıl 2019,
, 200 - 206, 15.09.2019
Öz
The influence of fine and gross motor development on cognitive abilities continues in both pre-school and younger school age. Complex researches confirm the existence of a positive relationship between the amount of physical activity, cognitive abilities and academic achievement. The spectrum and level of motor skills are positively correlated with cognitive functions and academic achievement, so it is important to focus on developing basic motor skills in children. The aim of the research is to assess the relationship between the level of gross motor skills and the level of cognitive competence in children who undergo the compulsory school attendance. The research was conducted as part of the GF_PdF_2019_0003 project. The research group consisted of 200 primary school aged children - 9.87 ± 0.65 year old. The Ethics Committee approval of the author's department was obtained for the research. The participation of the child in the research was completely voluntary, anonymous, free of charge and with the possibility to withdraw from the research anytime. To assess the level of cognitive abilities, a Cognitive Skills Test (TKS) was used to diagnose three areas: verbal, quantitative, and nonverbal skills. The Test of Gross Motor Development-2 was used to diagnose the level of gross motor skills. It is focused on the determination of locomotor and object control skills as components of human’s gross motor skills. The correlation of the relationship between cognitive abilities and gross motor levels was evaluated at p≤0.05. It is necessary to present the results of the research in the given field in professional journals and to apply it in the practice of primary school teachers.
Anahtar Kelimeler
Kaynakça
- Adolph, K. E. and Berger, S. E. (2006). Motor development. In D. Kuhn and R. S. Siegel (Eds.), Handbook of child psychology: Vol. 2: Cognition, perception and language (6th ed.), 161–213. New York: Wiley. Adolph, K. E., and Berger, S. E. (2005). Physical and motor development. In M. H. Bornstein a M. E. Lamb (Eds.) Developmental science: An advanced textbook (5th ed.), 223–281. Mahwah, NJ: Erlbaum. Burns, R. D., Brusseau, T. A. and Hannon, J. C. (2017). Multivariate association among health-related fitness, physical aktivity and TGMD-3 test items in disadvantaged children from low-income families. Perceptual and Motor Skills, 124 (1), 86–104. Castelli, D. M., Hillman, Ch., Buck, S. M. and Erwin, H. E. (2007). Physical fitness and academic achievement in third-and fifth-gradestudents. J Sport Exerc Psychol., 29 (2), 239–52. Cimpian, J. R., Lubienski, S. T., Timmer, J. D., Makowski,M. B. and Miller, E. K. (2016). Have gender gaps in math closed? Achievement, teacher perceptions, and student behaviors across two ECLS-K cohorts. AERA Open, 2. https://doi.org/10.1177/2332858415616358 Decker, S. L., Englund, J. A., Carboni, J. A. and Brooks, J. H. (2011). Cognitive and developmental influences in visual-motor integration skills in young children. Psychological Assessment, 23 (4), 1010–1016. http://dx.doi.org/10.1037/a0024079 Donnelly, J. E.; Hillman, Charles H.; Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., Lambourne, K. and Szabo-reed, A. N. (2016). Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review. Med Sci Sports Exerc, 48 (6), 1197–1222. doi:10.1249/MSS.0000000000000901. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P. et al. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428–1446. Eccles, J. S. and Wang, M. T. (2016). What motivates female sand males to pursue careers in mathematics and science? International Journal of Behavioral Development, 40, 100–106. https://doi.org/10.1177/0165025415616201 Ericsson, I. and Karlsson, M. K. (2014). Motor skills and school performance in children with daily physical education in schoola 9-year intervention study. Scand. J. Med. Sci. Sports 24 (2), 273–278. doi: 10.1111/j. 1600-0838.2012.01458.xPMID:22487170. 12 Fedewa, A. L. and Ahn, S. (2011). The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: a meta-analysis. Res. Q. Exerc. Sport, 82, 521–535. van der Fels, I. M., Te Wierike, S.C., Hartman, E., Elferink-Gemser, M.T., Smith, J. and Visscher C. (2015). The relationship between motor skills and cognitive skills in 4-16 year old typically developing children: A systematic review. J. Sci. Med. Sport. 18 (6), 697–703. doi: 10.1016/j.jsams.2014.09.007 Fitzpatrick, C., McKinnona, R. D., Blair, C. B. and Willoughbyb, M. T. (2014). Do preschool executive function skills explain the school readiness gap between advantaged and disadvantaged children? Learning and Instruction, 30 (April 2014), 25–31. Geary, D. C. van Marle, K. (2016). Young children’s core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievement. Developmental Psychology, 52 (12), 2130–2144. Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M. and Steele, J. S. (2010). Fine motor skills and Early understanding of the world: two new school readiness indicators. Developmental Psychology, [online]. 46 (5), 1008-1017 [cit. 2019-05-20]. doi: 10.1037/a0020104. ISSN 1939-0599. Gwynne, K. and Blick, B. A. (2004). Motor Performance Checklist for 5-year-olds: A tool for identifying children at risk of developmental co-ordination disorder. Journal of Paediatrics and Child Health, 40 (7), 369–373 [cit. 2019-05-15]. DOI: 10.1111/j.1440-1754.2004.00404.x. ISSN 1034-4810. http://doi.wiley.com/10.1111/j.1440-1754.2004.00404.x. Haapala, E. A., Poikkeus, A. M., Tompuri, T., Kukkonen-Harjula, K., Leppanen, P. H., Lindi, V. and Lakka, T. A. (2014). Associations of motor and cardiovascular performance with academic skills in children. Med Sci Sports Exerc., 46 (5), 1016–1024. doi:10.1249/MSS.0000000000000186PMID:24126966. Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R. C.,Hyde, J. S. and Gernsbacher, M. A. (2007). The science ofgender differences in science and mathematics. Psycho-logical Science in the Public Interest, 8, 1–51. https://doi.org/10.1111/j.1529-1006.2007.00032.x Hannula, M. M., Räsänen, P. and Lehtinen, E. (2007). Development of Counting Skills: Role of Spontaneous Focusing on Numerosity and Subitizing-Based Enumeration. Mathematical Thinking and Learning, 9 (1), 51–57. Higashionna, T., Iwanaga,R., Tokunaga, A., Nakai, A., Tanaka, K., Nakane, H. and Tanaka, G. (2017). Relationship between Motor Coordination, Cognitive Abilities, and Academic Achievement in Japanese Children with Neurodevelopmental Disorders. Hong Kong J Occup Ther, 30 (1): 49–55. doi: 10.1016/j.hkjot.2017.10.002 Houwen, S., Hartman, E. and Jonker, L. (2010). Reliability and validity of the TGMD-2 in primary-school-age children with visual impairments. Adapted Physical Activity Quarterly 27, 149–159. Howie, E. K. and Pate, R. R.. (2012). Physical activity and academic achievement in children: A historical perspective. Journal of Sport and Health Science, 1 (3), 160–169. doi: 10.1016/j.jshs.2012.09.003. ISSN 20952546. http://linkinghub.elsevier.com/retrieve/pii/S2095254612000737 Huang, T., Tarp, J., Domazet, S. L., Thorsen, A.K., Froberg, K. and Andersen, L. B. (Ed.) (2015). Associations of Adiposity and Aerobic Fitness with Executive Function and Math Performance in Danish Adolescents. J. Pediatr. 167 (4), 810-815. doi:10.1016/j.jpeds.2015.07.009PMID:26256018 Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B. and Williams, C. C. (2008). Gender similarities characterize math performance. Science, 321, 494–495. https://doi.org/10.1126/science.1160364 Kantomaa, M. T., STamatakis, E., Kankaanpaa, A., Kaakinen, M., Rodriguez, A. and Taanila, A. (Ed.) (2013). Physical activity and obesity mediate the association between childhood motor function and adolescents' academic achievement. Proc Natl Acad Sci USA 110 (5), 1917–1922 doi:10.1073/pnas.1214574110PMID:23277558;PubMedCentralPMCID: PMC3562837. Kooistra, L., Crawford, S., Dewey, D., Cantell, M., Levine, S. C., Foley, A., Lourenco, S., Ehrlich, S. and Ratliff, K. (2016). Gender differences in spatial cognition:Advancing the conversation. Wiley Interdisciplinary Reviews: Cognitive Science,7, 127–155. Lindberg, S. M., Hyde, J. S., Petersen, J. L. and Linn, M. C. (2010). New trends in gender and mathematics perfor-mance: A meta-analysis. Psychological Bulletin,136, 1123. https://doi.org/10.1037/a0021276 Liong, G. H., Ridgers, N. D. and Barnett, L.M. (2015). Association between skill perceptions and young children´s actual fundamental movement skills. Perceptual and Motor Skills, 120 (2), 591-603. Michel, E. and Roebers, C., M. (2008). Children in Regular and Special Needs Classes: Cognitive and Non-Cognitive Aspects. Swiss Journal of Psychology, 67 (4), 249–259. http://econtent.hogrefe.com /doi/ abs/10.1024/1421-0185.67.4.249 Riegle-Crumb, C. and Humphries, M. (2012). Exploringbias in math teachers’perceptions of students’ability by gender and race/ethnicity. Gender and Society, 26, 290–322. https://doi.org/10.1177/089124321143461 Röthlisberger, M., Neuenschwander, R., Michel, E. and Roebers, C. M. (2010). Exekutive Funktionen: Zugrundeliegende kognitive Prozesse und deren Korrelate bei Kindern im späten Vorschulalter. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 42 (2), 99-110 doi: 10.1026/0049-8637/a000010. ISSN 0049-8637. http://econtent.hogrefe.com/doi/abs/10.1026/0049-8637/a000010 Slykerman, S., Ridgers, N. D., Stevenson, C. and Barnett, L. M. (2016).How important is yoiung children´s actual and perceived movement skill competence to their physical activity? Journal of Science and Medicine in Sport, 19 (6), 488–492. Stöckel, T. and Hughes, C. M. L. (2016). The relation between measures of cognitive and motor functioning in 5- to 6-year old children. Psychological Research, 80 (4), 543–554. doi: 10.1007/s00426-015-0662-0 Thorndike, R. L. and Hagen, E. (1998). Test kognitivních schopností. Translation and editing J. Vonkomer a J. Jílek. Psychodiagnostika. Brno: Bratislava, 1998. Tomporowski, P. D., Lambourne, K., and Okumura, M. S. (2011). Physical activity interventions and children's mental function: An introduction and overview. Preventive Medicine, 52, S3–S9. doi: 10.1016/j.ypmed.2011.01.028. ISSN 00917435. http://linkinghub.elsevier. com/retrieve/pii/ S00917 43511000569 Tomporowski, P. D., Davis, C. L., Miller, P. H. and Naglieri, J. A. (2008). Exercise and Children’s Intelligence, Cognition, and Academic Achievement. Educational Psychology Review [online]. 20 (2), 111–131. doi: 10.1007/s10648-007-9057-0. ISSN 1040-726x. http://link.springer.com/10.1007/s 10648-007-9057-0 Ulrich, D. (2000). A. Test of gross motor development: examiner’s manual. 2. vyd. Austin: Pro-Ed publisher, 1–60. Valentini, N. C. (2012). Validity and Reliability of the TGMD-2 for Brazilian Children. Journal of Motor Behavior, 44 (4), 275–280. Van dusen, D. P., Kelder, S. H., Kohl, H.W., Ranjit, N. and Perry, Ch. L. (2011). Associations of Physical Fitness and Academic Performance Among School children. J. Sch. Health, 81 (12), 733–740. doi:10.1111/J.17461561.2011.00652.XPMID:WOS:000297242500002. 11. Venetsanou, F., K., Aggeloussis, N., Serbezis, V. and Taxildaris, K. (2007). Use of the Bruininks-Oseretsky Test of Motor Proficiency for identifying children with motor impairment. Developmental Medicine and Child Neurology, 49 (11), 846–848. doi: 10.1111/j.1469-8749.2007.00846.x. http://doi.wiley.com/10.1111/j.1469-8749.2007.00846.x. Washington, J. A., Branum-Martin, L., Lee-James, R. and Sun, C. (2019). Reading and Language Performance of Low-Income, African American Boys in Grades 1–5. Reading and Writing Quarterly, 35 (1), 42–64. doi: 10.1080/10573569.2018.1535777 Weiland, Ch. and Yoshikawa, H. (2013). Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills. Child Development, 84 (6), 2112–2130. Welsh, M. C., Pennington, B. F. and Groisser, D. B. (1991) A normative‐developmental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 7 (2), 131–149. doi: 10.1080/87565649109540483 Zikl, P., Holoubková, N., Karásková, H. and Veselíková, T. B. (2013). Gross Motor Skills of Children with Mild Intellectual Disabilities. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 7 (10), 2789–2795. https://www.scribd.com/document/341632012/Gross-Motor-Skills-of-Children-with-Mild-Intellectual-Disabilities-pdf Zikl, P., Tomášková, M. and Zajíčková, B. (2012). Functional motor abilities of the upper extremities in children with mild intellectual disabilities. In Education and educational psychology (EDU 2012): 3rd international conference. Istanbul: Cognitive Counselling and Conference Services (C-crcs), ISSN 1986–3020.
Yıl 2019,
, 200 - 206, 15.09.2019
Öz
Kaynakça
- Adolph, K. E. and Berger, S. E. (2006). Motor development. In D. Kuhn and R. S. Siegel (Eds.), Handbook of child psychology: Vol. 2: Cognition, perception and language (6th ed.), 161–213. New York: Wiley. Adolph, K. E., and Berger, S. E. (2005). Physical and motor development. In M. H. Bornstein a M. E. Lamb (Eds.) Developmental science: An advanced textbook (5th ed.), 223–281. Mahwah, NJ: Erlbaum. Burns, R. D., Brusseau, T. A. and Hannon, J. C. (2017). Multivariate association among health-related fitness, physical aktivity and TGMD-3 test items in disadvantaged children from low-income families. Perceptual and Motor Skills, 124 (1), 86–104. Castelli, D. M., Hillman, Ch., Buck, S. M. and Erwin, H. E. (2007). Physical fitness and academic achievement in third-and fifth-gradestudents. J Sport Exerc Psychol., 29 (2), 239–52. Cimpian, J. R., Lubienski, S. T., Timmer, J. D., Makowski,M. B. and Miller, E. K. (2016). Have gender gaps in math closed? Achievement, teacher perceptions, and student behaviors across two ECLS-K cohorts. AERA Open, 2. https://doi.org/10.1177/2332858415616358 Decker, S. L., Englund, J. A., Carboni, J. A. and Brooks, J. H. (2011). Cognitive and developmental influences in visual-motor integration skills in young children. Psychological Assessment, 23 (4), 1010–1016. http://dx.doi.org/10.1037/a0024079 Donnelly, J. E.; Hillman, Charles H.; Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., Lambourne, K. and Szabo-reed, A. N. (2016). Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review. Med Sci Sports Exerc, 48 (6), 1197–1222. doi:10.1249/MSS.0000000000000901. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P. et al. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428–1446. Eccles, J. S. and Wang, M. T. (2016). What motivates female sand males to pursue careers in mathematics and science? International Journal of Behavioral Development, 40, 100–106. https://doi.org/10.1177/0165025415616201 Ericsson, I. and Karlsson, M. K. (2014). Motor skills and school performance in children with daily physical education in schoola 9-year intervention study. Scand. J. Med. Sci. Sports 24 (2), 273–278. doi: 10.1111/j. 1600-0838.2012.01458.xPMID:22487170. 12 Fedewa, A. L. and Ahn, S. (2011). The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: a meta-analysis. Res. Q. Exerc. Sport, 82, 521–535. van der Fels, I. M., Te Wierike, S.C., Hartman, E., Elferink-Gemser, M.T., Smith, J. and Visscher C. (2015). The relationship between motor skills and cognitive skills in 4-16 year old typically developing children: A systematic review. J. Sci. Med. Sport. 18 (6), 697–703. doi: 10.1016/j.jsams.2014.09.007 Fitzpatrick, C., McKinnona, R. D., Blair, C. B. and Willoughbyb, M. T. (2014). Do preschool executive function skills explain the school readiness gap between advantaged and disadvantaged children? Learning and Instruction, 30 (April 2014), 25–31. Geary, D. C. van Marle, K. (2016). Young children’s core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievement. Developmental Psychology, 52 (12), 2130–2144. Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M. and Steele, J. S. (2010). Fine motor skills and Early understanding of the world: two new school readiness indicators. Developmental Psychology, [online]. 46 (5), 1008-1017 [cit. 2019-05-20]. doi: 10.1037/a0020104. ISSN 1939-0599. Gwynne, K. and Blick, B. A. (2004). Motor Performance Checklist for 5-year-olds: A tool for identifying children at risk of developmental co-ordination disorder. Journal of Paediatrics and Child Health, 40 (7), 369–373 [cit. 2019-05-15]. DOI: 10.1111/j.1440-1754.2004.00404.x. ISSN 1034-4810. http://doi.wiley.com/10.1111/j.1440-1754.2004.00404.x. Haapala, E. A., Poikkeus, A. M., Tompuri, T., Kukkonen-Harjula, K., Leppanen, P. H., Lindi, V. and Lakka, T. A. (2014). Associations of motor and cardiovascular performance with academic skills in children. Med Sci Sports Exerc., 46 (5), 1016–1024. doi:10.1249/MSS.0000000000000186PMID:24126966. Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R. C.,Hyde, J. S. and Gernsbacher, M. A. (2007). The science ofgender differences in science and mathematics. Psycho-logical Science in the Public Interest, 8, 1–51. https://doi.org/10.1111/j.1529-1006.2007.00032.x Hannula, M. M., Räsänen, P. and Lehtinen, E. (2007). Development of Counting Skills: Role of Spontaneous Focusing on Numerosity and Subitizing-Based Enumeration. Mathematical Thinking and Learning, 9 (1), 51–57. Higashionna, T., Iwanaga,R., Tokunaga, A., Nakai, A., Tanaka, K., Nakane, H. and Tanaka, G. (2017). Relationship between Motor Coordination, Cognitive Abilities, and Academic Achievement in Japanese Children with Neurodevelopmental Disorders. Hong Kong J Occup Ther, 30 (1): 49–55. doi: 10.1016/j.hkjot.2017.10.002 Houwen, S., Hartman, E. and Jonker, L. (2010). Reliability and validity of the TGMD-2 in primary-school-age children with visual impairments. Adapted Physical Activity Quarterly 27, 149–159. Howie, E. K. and Pate, R. R.. (2012). Physical activity and academic achievement in children: A historical perspective. Journal of Sport and Health Science, 1 (3), 160–169. doi: 10.1016/j.jshs.2012.09.003. ISSN 20952546. http://linkinghub.elsevier.com/retrieve/pii/S2095254612000737 Huang, T., Tarp, J., Domazet, S. L., Thorsen, A.K., Froberg, K. and Andersen, L. B. (Ed.) (2015). Associations of Adiposity and Aerobic Fitness with Executive Function and Math Performance in Danish Adolescents. J. Pediatr. 167 (4), 810-815. doi:10.1016/j.jpeds.2015.07.009PMID:26256018 Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B. and Williams, C. C. (2008). Gender similarities characterize math performance. Science, 321, 494–495. https://doi.org/10.1126/science.1160364 Kantomaa, M. T., STamatakis, E., Kankaanpaa, A., Kaakinen, M., Rodriguez, A. and Taanila, A. (Ed.) (2013). Physical activity and obesity mediate the association between childhood motor function and adolescents' academic achievement. Proc Natl Acad Sci USA 110 (5), 1917–1922 doi:10.1073/pnas.1214574110PMID:23277558;PubMedCentralPMCID: PMC3562837. Kooistra, L., Crawford, S., Dewey, D., Cantell, M., Levine, S. C., Foley, A., Lourenco, S., Ehrlich, S. and Ratliff, K. (2016). Gender differences in spatial cognition:Advancing the conversation. Wiley Interdisciplinary Reviews: Cognitive Science,7, 127–155. Lindberg, S. M., Hyde, J. S., Petersen, J. L. and Linn, M. C. (2010). New trends in gender and mathematics perfor-mance: A meta-analysis. Psychological Bulletin,136, 1123. https://doi.org/10.1037/a0021276 Liong, G. H., Ridgers, N. D. and Barnett, L.M. (2015). Association between skill perceptions and young children´s actual fundamental movement skills. Perceptual and Motor Skills, 120 (2), 591-603. Michel, E. and Roebers, C., M. (2008). Children in Regular and Special Needs Classes: Cognitive and Non-Cognitive Aspects. Swiss Journal of Psychology, 67 (4), 249–259. http://econtent.hogrefe.com /doi/ abs/10.1024/1421-0185.67.4.249 Riegle-Crumb, C. and Humphries, M. (2012). Exploringbias in math teachers’perceptions of students’ability by gender and race/ethnicity. Gender and Society, 26, 290–322. https://doi.org/10.1177/089124321143461 Röthlisberger, M., Neuenschwander, R., Michel, E. and Roebers, C. M. (2010). Exekutive Funktionen: Zugrundeliegende kognitive Prozesse und deren Korrelate bei Kindern im späten Vorschulalter. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 42 (2), 99-110 doi: 10.1026/0049-8637/a000010. ISSN 0049-8637. http://econtent.hogrefe.com/doi/abs/10.1026/0049-8637/a000010 Slykerman, S., Ridgers, N. D., Stevenson, C. and Barnett, L. M. (2016).How important is yoiung children´s actual and perceived movement skill competence to their physical activity? Journal of Science and Medicine in Sport, 19 (6), 488–492. Stöckel, T. and Hughes, C. M. L. (2016). The relation between measures of cognitive and motor functioning in 5- to 6-year old children. Psychological Research, 80 (4), 543–554. doi: 10.1007/s00426-015-0662-0 Thorndike, R. L. and Hagen, E. (1998). Test kognitivních schopností. Translation and editing J. Vonkomer a J. Jílek. Psychodiagnostika. Brno: Bratislava, 1998. Tomporowski, P. D., Lambourne, K., and Okumura, M. S. (2011). Physical activity interventions and children's mental function: An introduction and overview. Preventive Medicine, 52, S3–S9. doi: 10.1016/j.ypmed.2011.01.028. ISSN 00917435. http://linkinghub.elsevier. com/retrieve/pii/ S00917 43511000569 Tomporowski, P. D., Davis, C. L., Miller, P. H. and Naglieri, J. A. (2008). Exercise and Children’s Intelligence, Cognition, and Academic Achievement. Educational Psychology Review [online]. 20 (2), 111–131. doi: 10.1007/s10648-007-9057-0. ISSN 1040-726x. http://link.springer.com/10.1007/s 10648-007-9057-0 Ulrich, D. (2000). A. Test of gross motor development: examiner’s manual. 2. vyd. Austin: Pro-Ed publisher, 1–60. Valentini, N. C. (2012). Validity and Reliability of the TGMD-2 for Brazilian Children. Journal of Motor Behavior, 44 (4), 275–280. Van dusen, D. P., Kelder, S. H., Kohl, H.W., Ranjit, N. and Perry, Ch. L. (2011). Associations of Physical Fitness and Academic Performance Among School children. J. Sch. Health, 81 (12), 733–740. doi:10.1111/J.17461561.2011.00652.XPMID:WOS:000297242500002. 11. Venetsanou, F., K., Aggeloussis, N., Serbezis, V. and Taxildaris, K. (2007). Use of the Bruininks-Oseretsky Test of Motor Proficiency for identifying children with motor impairment. Developmental Medicine and Child Neurology, 49 (11), 846–848. doi: 10.1111/j.1469-8749.2007.00846.x. http://doi.wiley.com/10.1111/j.1469-8749.2007.00846.x. Washington, J. A., Branum-Martin, L., Lee-James, R. and Sun, C. (2019). Reading and Language Performance of Low-Income, African American Boys in Grades 1–5. Reading and Writing Quarterly, 35 (1), 42–64. doi: 10.1080/10573569.2018.1535777 Weiland, Ch. and Yoshikawa, H. (2013). Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills. Child Development, 84 (6), 2112–2130. Welsh, M. C., Pennington, B. F. and Groisser, D. B. (1991) A normative‐developmental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 7 (2), 131–149. doi: 10.1080/87565649109540483 Zikl, P., Holoubková, N., Karásková, H. and Veselíková, T. B. (2013). Gross Motor Skills of Children with Mild Intellectual Disabilities. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 7 (10), 2789–2795. https://www.scribd.com/document/341632012/Gross-Motor-Skills-of-Children-with-Mild-Intellectual-Disabilities-pdf Zikl, P., Tomášková, M. and Zajíčková, B. (2012). Functional motor abilities of the upper extremities in children with mild intellectual disabilities. In Education and educational psychology (EDU 2012): 3rd international conference. Istanbul: Cognitive Counselling and Conference Services (C-crcs), ISSN 1986–3020.
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 15 Eylül 2019 |
| Gönderilme Tarihi | 18 Temmuz 2019 |
| Yayımlandığı Sayı | Yıl 2019 |
Cited By
Developing a precise gross motor skills assessment instrument for elementary school students (ages 7-9)
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https://doi.org/10.15561/26649837.2024.0201
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