scholarly journals Analyzing Motor Development and Emergent Literacy Skills of Preschool Children

2020 ◽  
Vol 13 (4) ◽  
pp. 94
Author(s):  
Fatma Özkür
Keyword(s):  
Preschool Children ◽  
Emergent Literacy ◽  
Motor Skills ◽  
Motor Development ◽  
Pearson Correlation ◽  
Shoulder Girdle ◽  
Literacy Skills ◽  
Fine Motor ◽  
Emergent Literacy Skills ◽  
Medium Level

Children start to gain basic literacy skills during preschool that they will constantly be depended on for their academic activities in primary school. Through learning shoulder girdle strength, fine motor skills, and eye-hand coordination, the foundation of motor skills is developed. Examining the effects of motor skills on emergent literacy skills could provide helpful information on the associations among motor and, reading and writing development. The purpose of this study was to analyze 5 years old children’s motor development and emergent literacy skills. The sample of the study consisted of 160 preschool children from main district of Istanbul. Dumans TMB scale and OYHB scale was used for data collection purposes. Results showed that majority of the preschool children (68%) participated in the study had insufficient level of emergent literacy skills. This group’s motor development score was also significantly lower than instructional group. Pearson correlation analysis showed that there was a positive and medium level correlation between the scores of motor development and emergent literacy in both groups. It has been suggested that preschool children’s motor skills should be taken into account for their emergent literacy skills development.

The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

2016 ◽  
Vol 47 (2) ◽  
pp. 424-438 ◽  
Author(s):  
M. F. Westerveld ◽  
J. Paynter ◽  
D. Trembath ◽  
A. A. Webster ◽  
A. M. Hodge ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Emergent Literacy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Spectrum Disorder ◽  
Emergent Literacy Skills

scholarly journals Differences between preschool children using tablets and non-tablets in visual perception and fine motor skills

2019 ◽  
Vol 32 (2) ◽  
pp. 118-126
Author(s):  
Ling-Yi Lin
Keyword(s):  
Preschool Children ◽  
Visual Perception ◽  
Motor Skills ◽  
Motor Development ◽  
Visual Memory ◽  
Occupational Therapists ◽  
Underlying Mechanism ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Perceptual Skills

Background Numerous touch-screen applications designed to support visual perceptual skills and fine motor development for young children are available. Objectives This study aimed to investigate whether or not there were differences between children using tablets and non-tablets in visual perception and fine motor skills and to examine the association between visual perception and fine motor skills in two groups. Methods This study had tablet and non-tablet groups, each with 36 typically developing preschool children. Results Children in the non-tablet group yielded significantly higher scores in the subtests of visual discrimination, visual memory, spatial relationships, form constancy, visual figure ground, fine motor precision, fine motor integration, and manual dexterity than those in the tablet group. The association between visual perception and fine motor skills demonstrated different patterns in the two groups. Conclusion There are differences in visual perception and fine motor skills between children using tablets and non-using tablets. Different patterns of association relationship support the need for occupational therapists to consider the underlying mechanism.

Fostering Preschoolers' Emergent Literacy: Recommendations for Enhanced Literacy Experiences and Collaborative Instruction

2019 ◽  
Vol 4 (1) ◽  
pp. 167-176 ◽  
Author(s):  
Clariebelle Gabas ◽  
Leesa Marante ◽  
Sonia Q. Cabell
Keyword(s):  
Preschool Children ◽  
Emergent Literacy ◽  
Oral Language ◽  
Literacy Instruction ◽  
Language Skills ◽  
Literacy Skills ◽  
Book Reading ◽  
Shared Book Reading ◽  
Emergent Literacy Skills ◽  
Oral Language Skills

Purpose Emergent literacy skills involve both the code-related and oral language skills that serve as the foundation for successful reading and writing development. Code-related skills have been found to be highly predictive of decoding skills for preschool children and continue to exert a strong influence through the early elementary grades. Likewise, early oral language skills make important contributions to later reading comprehension. Accordingly, the preschool period is a critical time for supporting and facilitating growth in children's emergent literacy skills. Speech-language pathologists working in preschool settings can play an integral role in enhancing literacy instruction through their specialized knowledge of linguistic concepts and language development. The following article aims to provide practitioners with evidence-based strategies for supporting the development of preschoolers' emergent literacy skills in the context of shared book reading and making experience books. The article also outlines recommendations for fostering effective collaborations with teachers to provide high-quality classroom experiences for all preschool children. Conclusion Providing preschool children with a print-rich environment along with clear and explicit explanations, scaffolding, and ample opportunities for practice can help to enhance the quality of language and literacy instruction. Although this article specifically focuses on shared book reading and making experience books, it is important to note that the strategies discussed here apply to a variety of activities. Speech-language pathologists are encouraged to actively collaborate with teachers to integrate these strategies into various classroom activities to optimize learning and promote children's emergent literacy skills.

Does Gender Moderate the Relations Between Externalizing Behavior and Key Emergent Literacy Abilities? Evidence From a Longitudinal Study

2013 ◽  
Vol 21 (7) ◽  
pp. 600-609 ◽  
Author(s):  
Nicholas P. Allan ◽  
Shauna W. Joye ◽  
Christopher J. Lonigan
Keyword(s):  
Preschool Children ◽  
Behavior Problems ◽  
Emergent Literacy ◽  
Problem Behaviors ◽  
Externalizing Behavior ◽  
Externalizing Behaviors ◽  
Literacy Skills ◽  
Emergent Literacy Skills ◽  
Vocabulary Skills ◽  
The Impact

Objective: There is a significant negative relation between externalizing behavior and emergent literacy skills among preschool children. Method: The purpose of this study was to examine the impact of gender on the predictive relation of externalizing behavior and emergent literacy in a group of 178 preschool children (mean age = 48.50 months, SD = 3.66; 48% boys). Results: Externalizing behaviors predicted emergent literacy over time. Distinct patterns of predictive associations dependent on gender were found. Girls with higher levels of externalizing behaviors experienced less change in their vocabulary skills compared with the vocabulary change shown by girls with lower levels of these problem behaviors. Conclusion: The results suggest that early identification programs that include externalizing behavior problems and their relation with emergent literacy development should account for potential gender differences. A theoretical framework in which girls with behavior problems receive less opportunity for vocabulary acquisition is presented.

scholarly journals PENGARUH TERAPI BERMAIN MENGGUNAKAN PLAYDOUGH TERHADAP PENINGKATAN MOTORIK HALUS PADA ANAK PRASEKOLAH

2021 ◽  
Vol 9 (2) ◽  
pp. 59-65
Author(s):  
Ferasinta Ferasinta ◽  
Endah Zulya Dinata
Keyword(s):  
Preschool Children ◽  
Health Center ◽  
Motor Skills ◽  
Motor Development ◽  
Intervention Group ◽  
Fine Motor ◽  
P Value ◽  
Fine Motor Skills ◽  
Test Analysis ◽  
Work Area

Preschool children are children aged between 3-6 years, while at 4-6 years they usually attend kindergarten programs. It is hoped that they have been able to master several skills that require fine motor skills, such as using playdough by cutting in accordance with the fine motor development that must be achieved.This study aimed to determine the effect of playing therapy by using playdough with patterns cutting toward improving fine motor skills in preschool children in the Kedurang Health Center Work Area. This research design used a quasi experiment. A sample of 15 preschool children was taken by purposive sampling. The results of test analysis in the pre and post therapy intervention group playing playdough obtained a p-value of 0.000. There is a significant effect after playing playdough therapy on improving fine motor skills in preschool children. It is expected that the PAUD Nurul Amal Kab. South Bengkulu, the working area of the Kedurang Public Health Center, can be more creative in using learning methods such as playdough so that children's fine motor skills are more stimulated.Keywords: Preschool children, fine motor skills, Playdough

scholarly journals Food literacy predictors and associations with physical and emergent literacy in pre-schoolers: results from the Training-to-Health Project

2019 ◽  
Vol 23 (2) ◽  
pp. 356-365 ◽  
Author(s):  
Garden Tabacchi ◽  
Giuseppe Battaglia ◽  
Marianna Alesi ◽  
Antonio Paoli ◽  
Antonio Palma ◽  
...  
Keyword(s):  
Emergent Literacy ◽  
Motor Development ◽  
Literacy Skills ◽  
City Council ◽  
Cross Sectional ◽  
Gross Motor ◽  
Food Literacy ◽  
Emergent Literacy Skills ◽  
Gross Motor Development ◽  
Health Project

AbstractObjective:Food literacy (FL) is a crucial need encompassing basic literacy and fundamental movement skills. The present study aimed to investigate the FL level in pre-schoolers and to evaluate the effect of potential predictors and the associations with gross motor and emergent literacy skills.Design:Cross-sectional study conducted within the Training-to-Health Project.Setting:Kindergartens (n 21) in the Palermo City Council, Italy.Participants:Pre-school children aged 3–6 years (n 921) followed education sessions on nutritional topics, practical activities and compiled prearranged sheets. FL was assessed by the five-domain toolkit ‘preschool-FLAT’; gross motor and emergent literacy skills were assessed by the Italian version of the gross motor development test and the PRCR-2/2009, respectively. Correlation and regression analyses were performed to assess relationships between FL scores and gender, age, weight, height, BMI, gross motor and emergent literacy skills.Results:Independent predictors (β, se) of higher FL were female gender (1·06, 0·315, P < 0·01), older age (0·08, 0·019, P < 0·001) and greater height (0·13, 0·03, P < 0·001). The adjusted coefficients were significant for quotient of gross motor development and in particular for the locomotor component (0·03, 0·01, P < 0·01 and 0·16, 0·046, P < 0·001, respectively). Almost all associations with the emergent literacy skills were significant (β = −0·02 to 0·47).Conclusions:The study suggests that children raised in an environment where both cognitive and motor skills are enhanced can have better chances of increasing FL and success at school. Thus, the need for monitoring FL and its predictors since early age is highlighted.

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