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ERIC Number: EJ1120068
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0270-1367
Relations of Preschoolers' Visual-Motor and Object Manipulation Skills with Executive Function and Social Behavior
MacDonald, Megan; Lipscomb, Shannon; McClelland, Megan M.; Duncan, Rob; Becker, Derek; Anderson, Kim; Kile, Molly
Research Quarterly for Exercise and Sport, v87 n4 p396-407 2016
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Institute of Environmental Health Sciences (NIEHS) (NIH)
Authoring Institution: N/A
Identifiers - Location: Oregon
Identifiers - Assessments and Surveys: Peabody Developmental Motor Scales
IES Funded: Yes
Grant or Contract Numbers: R305B120013; P30ES000210