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Exploring Early Predictors of Fine Motor Skills at Kindergarten Entry

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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Exploring Early Predictors of Fine Motor Skills at Kindergarten Entry

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  1. Marissa Mounts University of Virginia July 25, 2009 Exploring Early Predictors of Fine Motor Skills at Kindergarten Entry

  2. 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

  3. 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?

  4. 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

  5. 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

  6. Descriptive Statistics

  7. 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

  8. 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

  9. 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

  10. Interventions may need inform parents of the skills children should master before entering kindergarten. Parent readiness expectations predict fine motor skills. Results & Implications

  11. 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

  12. 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.

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

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