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Marissa Mounts University of Virginia July 25, 2009. Exploring Early Predictors of Fine Motor Skills at Kindergarten Entry. Theoretical Framework . Biological Factors. Math and reading skills at kindergarten entry. (Feldman, 2008) ( Malina , 2004). Developmental Task.

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marissa mounts university of virginia july 25 2009
Marissa Mounts

University of Virginia

July 25, 2009

Exploring Early Predictors of Fine Motor Skills at Kindergarten Entry

theoretical framework
Theoretical Framework

Biological

Factors

Math and reading skills at kindergarten entry

(Feldman, 2008)

(Malina, 2004)

Developmental Task

Fine Motor Skills

(Grissmer & Eiseman, 2008)

(Feldman, 2008)

(Malina, 2004)

(Murrah, 2009)

Environmental Factors

Academic

achievement in

5th grade

slide3

Demographics

& Child

Characteristics

Childhood

Opportunities &

Activities

Fine Motor

Skills

Parent-Child

Interaction

Readiness

Expectations

  • Research Question:
  • What are the early predictors of fine motor skills at kindergarten entry?
methods
Methods
  • Sample: Early Childhood Longitudinal Study- Kindergarten Class (ECLS-K) of 1998-1999
    • Nationally representative
    • 21,000 children
    • Over sampling of Asians and children in private schools
    • Measures: parent report, teacher report, school report and child assessment
    • Analytical sample: 15,919
    • Ordinary Least Squares Regression
methods1
Methods

Readiness

Expectations

Fine Motor

Skills

Childhood

Opportunities &

Activities

Demographics

& Child

Characteristics

Parent-Child

Interaction

Demographics

& Child

Characteristics

Childhood

Opportunities &

Activities

Fine Motor

Skills

Parent reads, sings, does art,

helps with chores, plays

games, nature, and sports

with child;

Mother depression.

  • “Fine motor skills were assessed by having each child use building blocks to replicate a model, copy forms (e.g., an asterisk, a square) on paper, and draw a person” (ECLS-K).

Race, sex, income,

Birth weight, premature,

Gross motor skills,

Approaches to learning,

Socioemotional skills

Activities: music, dance, drama,

art, martial arts, sports,

uses computer to draw; TV

Amount of time spent in head

start, preschool, non-relative care,

relative care, center care.

Neighborhood characteristics

Parent and teacher:

How important it is that

child counts, shares, draws,

is calm, knows letters,

and communicates.

Parent-Child

Interaction

Readiness

Expectations

there are several strong predictors of fine motor skills
From these results, interventions in early childhood can be targeted at certain children:

Low-income

Males

African Americans

Younger kindergarteners

Low birth weight.

There are several strong predictors of fine motor skills.

Results & Implications

many childhood activities predict fine motor skills
Early childhood interventions can use specific activities to increase fine motor skills such as:

Music

Dance

Use of computers

Martial arts

Art.

Many childhood activities predict fine motor skills.

Results & Implications

greater parental involvement predicts better fine motor skills
Early interventions that emphasize parental involvement may be more effective in fostering fine motor skills. Greater parental involvement predicts better fine motor skills.

Results & Implications

conclusions
Conclusions
  • Previous research found that fine motor skills predict academic achievement (Grissmer & Eiseman, 2008; Murrah, 2009).
  • Preliminary findings of early predictors of fine motor skills shows :
  • Future research:
    • Look more at specific activities that may better predict fine motor skills.
    • Develop a randomize control study.
  • 1. Who to target in early childhood interventions
  • 2. What activities are best for interventions
  • 3. The importance of parental involvement
references
References

Feldman, R. S. (2008). Development across the lifespan (5th ed.). Upper Saddle River, NJ: Prentice Hall.

Grissmer, D., & Eiseman, E. (2008). Can gaps in the quality of early environments and non-cognitive skills help explain persisting Black-White achievement gaps?In J. Waldfogel & K. Magnuson (eds.), Steady gains and stalled progress: Inequality and the Black-White test score gap (139-176).

Malina, R. M. (2004). Motor development during infancy and early childhood: Overview and suggested directions for research. International Journal of Sport and Health Sciences, 2, 50-66.

Murrah, W. M. (2009). Which developmental skills predict later math, reading, and science achievement. Unpublished doctoral dissertation, University of Virginia, Charlottesville.

acknowledgements
Acknowledgements
  • David Grissmer Ph.D. (University of Virginia)
  • Hank Murrah
  • Dan Potter
  • Wei-Bing Chen