Log in

Relevant bibliographies by topics / Fine motor skills

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Academic literature on the topic 'Fine motor skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Fine motor skills.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Fine motor skills"

1

Batiyrovna, Mamatova Madina. "Preschool Age Children’s Fine Motor Skills Development." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 516–19. http://dx.doi.org/10.37547/tajssei/volume03issue04-83.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Evans, Jean. "Developing fine motor skills." Practical Pre-School 1999, no. 13 (January 1999): 29. http://dx.doi.org/10.12968/prps.1999.1.13.41248.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Stevens, Judith. "Promoting fine motor skills." Practical Pre-School 2001, no. 30 (November 2001): 3–5. http://dx.doi.org/10.12968/prps.2001.1.30.40801.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Brychta, Petr, Marek Sadílek, and Josef Brychta. "The Influence of Motor Skills on Measurement Accuracy." Technological Engineering 13, no. 1 (October 1, 2016): 19–21. http://dx.doi.org/10.2478/teen-2016-0006.

Full text

Abstract:

Abstract This innovative study trying to do interdisciplinary interface at first view different ways fields: kinantropology and mechanical engineering. A motor skill is described as an action which involves the movement of muscles in a body. Gross motor skills permit functions as a running, jumping, walking, punching, lifting and throwing a ball, maintaining a body balance, coordinating etc. Fine motor skills captures smaller neuromuscular actions, such as holding an object between the thumb and a finger. In mechanical inspection, the accuracy of measurement is most important aspect. The accuracy of measurement to some extent is also dependent upon the sense of sight or sense of touch associated with fine motor skills. It is therefore clear that the level of motor skills will affect the precision and accuracy of measurement in metrology. Aim of this study is literature review to find out fine motor skills level of individuals and determine the potential effect of different fine motor skill performance on precision and accuracy of mechanical engineering measuring.

APA, Harvard, Vancouver, ISO, and other styles

5

Begum, Safia, Dr Muhammad Naeem Ullah, and Dr Ghazala Shaeen. "Effect of Fine Motor Skill activities on Handwriting of Low Achiever Students and High Achiever Students at Elementary Level in Khyber Pakhtunkhwa, Pakistan." International Research Journal of Education and Innovation 3, no. 2 (June 12, 2022): 48–57. http://dx.doi.org/10.53575/irjei.v3.02(22)5.48-57.

Full text

Abstract:

This study was carried out to find the Effect of fine motor skill activities on handwriting of low achiever students and high achiever students at elementary level in Khyber Pakhtunkhwa, Pakistan. In developing writing, the students are required to learn fine motor skills while working firsts in groups and then independently. With accurate fine motor skills, the students can increase their writing. That is why the researcher conducted this experimental study to get the hypotheses tested. For this purpose two teaching-learning techniques. Lecture demonstration method and teaching motor skill activities were used. Both the groups were treated to observe the desirable impact of fine motor skills on writing of Kindergarten class students. The sample for such study was taken from Girls Primary School Pabbi Nowshera. The subjects were divided into Control and Experimental groups on the basis of pre-test. Both the groups were given treatment to investigate: (i) Effects of fine motor skills on writing of low achievers students, (ii) Effect of fine motor skills on writing of high achievers students, (iii) to compare the effect of fine motor skills on writing of both low achievers and high achievers students. At the end of the treatment/interventions activity, a Post– Test was conducted to the sample. The numerical data thus collected was analyzed and interpreted by implying statistical tools.

APA, Harvard, Vancouver, ISO, and other styles

6

Stevens, Judith. "The value of fine motor skills." Practical Pre-School 2001, no. 30 (November 2001): 1–2. http://dx.doi.org/10.12968/prps.2001.1.30.40800.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Ohara, Reiko, Yuji Kanejima, Masahiro Kitamura, and Kazuhiro P. Izawa. "Association between Social Skills and Motor Skills in Individuals with Autism Spectrum Disorder: A Systematic Review." European Journal of Investigation in Health, Psychology and Education 10, no. 1 (December 12, 2019): 276–96. http://dx.doi.org/10.3390/ejihpe10010022.

Full text

Abstract:

Social communication and motor skill deficits are prevalent characteristics of individuals with autism spectrum disorder (ASD). This systematic research review investigates whether and how broad social skills and motor skills may be related among individuals with ASD. We performed a PubMed search of articles written in English, using these study inclusion criteria: (a) an association between social and motor and skills among individuals previously diagnosed with autism; (b) one or more social skills measures were used; and (c) one or more measures of gross or fine motor skills were used. We classified data into two categories, and we based the association of these variables on correlation coefficients, p-values, coefficients of determination, and authors’ description of “may be associated” and “may not be associated.” Despite heterogeneity among these relevant studies, a highly likely association between social and motor skills emerged. Of a total of 16 studies reviewed, 12 reported associations between these skill sets. Three studies reported that fine motor skills had a stronger relationship with social skills than did gross motor skills. Among the gross motor skills associated with social skills, object control skills seemed most closely linked to social skills. Among fine motor skills, manual dexterity seemed to most closely related to social skills.

APA, Harvard, Vancouver, ISO, and other styles

8

Lersilp, Suchitporn, Supawadee Putthinoi, and Kewalin Panyo. "Fine Motor Activities Program to Promote Fine Motor Skills in a Case Study of Down’s Syndrome." Global Journal of Health Science 8, no. 12 (April 29, 2016): 60. http://dx.doi.org/10.5539/gjhs.v8n12p60.

Full text

Abstract:

<p>Children with Down’s syndrome have developmental delays, particularly regarding cognitive and motor development. Fine motor skill problems are related to motor development. They have impact on occupational performances in school-age children with Down’s syndrome because they relate to participation in school activities, such as grasping, writing, and carrying out self-care duties. This study aimed to develop a fine motor activities program and to examine the efficiency of the program that promoted fine motor skills in a case study of Down’s syndrome. The case study subject was an 8 -year-old male called Kai, who had Down’s syndrome. He was a first grader in a regular school that provided classrooms for students with special needs. This study used the fine motor activities program with assessment tools, which included 3 subtests of the Bruininks-Oseretsky Test of Motor Proficiency, second edition (BOT-2) that applied to Upper-limb coordination, Fine motor precision and Manual dexterity; as well as the In-hand Manipulation Checklist, and Jamar Hand Dynamometer Grip Test. The fine motor activities program was implemented separately and consisted of 3 sessions of 45 activities per week for 5 weeks, with each session taking 45 minutes. The results showed obvious improvement of fine motor skills, including bilateral hand coordination, hand prehension, manual dexterity, in-hand manipulation, and hand muscle strength. This positive result was an example of a fine motor intervention program designed and developed for therapists and related service providers in choosing activities that enhance fine motor skills in children with Down’s syndrome.</p>

APA, Harvard, Vancouver, ISO, and other styles

9

Durrant, Georgina. "Supporting SEND…Motor skills." Nursery World 2022, no. 2 (February 2, 2022): 31. http://dx.doi.org/10.12968/nuwa.2022.2.31.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Bowers, David J., Gerald N. Glickman, Eric S. Solomon, and Jianing He. "Magnification's Effect on Endodontic Fine Motor Skills." Journal of Endodontics 36, no. 7 (July 2010): 1135–38. http://dx.doi.org/10.1016/j.joen.2010.03.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Fine motor skills"

1

Wann, John P. "The control of fine motor trajectories." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257665.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Аврунін, О. Г., and K. G. Selivanova. "Computer system for testing of fine motor skills." Thesis, Полтава, 2016. http://openarchive.nure.ua/handle/document/10152.

Full text

Abstract:

In this work computer system for testing of fine motor skills was developed. It includes PC, an interface device and data exchange, a digitizer high-resolution, which detects a position of a stylus when it is near a surface of the graphic tablet. In general form this system consists of a data input module, a test module, a data processing module, a data analysis module, an assessment module of development level fine motor skills

APA, Harvard, Vancouver, ISO, and other styles

3

Abousetta, V. "Mobile application for testing fine motor skills of children." Thesis, Graz, Austria, 2020. http://openarchive.nure.ua/handle/document/11681.

Full text

Abstract:

The mobile application has been adapted for children enables develop fine motor skills by registering basic physical parameters during testing. The testing process on smartphone is execution different tasks with low-level and high-level complications - reiteration of the fingers of the trajectory of the object movements. In addition, the development of specialized tests based on the current performance of fine motor skills is an important scientific task.

APA, Harvard, Vancouver, ISO, and other styles

4

Allegretti, Elizabeth M. "Improving kindergarten students' fine motor skills through art-based occupational therapy interventions /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1578.html.

Full text

Abstract:

Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Cassandra Broadus-Garcia. " ... in partial fulfillment of the requirements for the degree of Master of Science in Art Education." Includes bibliographical references (leaves 100-103).

APA, Harvard, Vancouver, ISO, and other styles

5

Squillace, Mary. "Fine Motor Skills and the Occupations of Young Adults with Multiple Sclerosis." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/hpd_ot_student_dissertations/62.

Full text

Abstract:

Objective: Multiple sclerosis (MS) is one of the most common neurological diseases affecting adults of working age, and those of younger ages of onset have been increasingly recognized. Twenty-seven percent of people with MS (PwMS) are age 30 years old or younger. The burden of MS for young adults puts them at risk for poorer outcomes regarding their education, family planning, vocation, and social skills as they transition to adulthood. Fine motor (FM) skill impairment might impede performance within the daily occupations of young adults who are transitioning into adulthood. Few studies focus on the occupations and occupational performance of younger adults with MS. Method: Forty participants with MS between the ages of 18 to 30 were recruited to participate in a study. Two standardized measures were used to identify possible FM dexterity deficits and one standardized self-report was used to measure the perceived satisfaction and performance of occupations for this population. A semi-structured interview was conducted with a subgroup of 18 participants to understand the lived experiences of young adults with MS (YAwMS) and their FM performance during their occupations. Results: With quantitative and qualitative analysis, a relationship was suggested between FM scores and both perceived performance and satisfaction scores of an adapted performance measure. Conclusion: Young adults with MS perceive difficulties with occupations that are influenced by their FM status. It is recommended that occupational therapy professionals consider the motor skill needed to perform and complete occupations that specifically require FM skills.

APA, Harvard, Vancouver, ISO, and other styles

6

Flynn, Allison R. B. S. "The Relationship among Oral Motor, Fine Motor, Simple, and Complex Speech Skills in Childhood Apraxia of Speech." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1306500102.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Booth, Paula. "The effect of water consumption on schoolchildren's fine motor skills, cognitive function and mood." Thesis, University of East London, 2015. http://roar.uel.ac.uk/5017/.

Full text

Abstract:

Previous research has suggested that dehydration may have a negative effect on some aspects of mood, cognitive performance and motor skills (Benton, 2011). Furthermore, a large proportion of children arrive at school in a dehydrated state (Baron, Courbebaisse, Lepicard, & Friedlander, 2015). The present work investigated whether supplementing children with water may, as a consequence of reducing dehydration, improve their cognitive performance and motor skills. In studies 1, 2, 3 and 5, it was found that tasks that predominantly tested motor skills, were improved in children who had a drink, compared to those who did not. Furthermore, study 3 showed that this effect was moderated by hydration status. One theoretical explanation for the poorer performance of dehydrated children is that they may lack the neurological resources to sustain their effort and thus performance does not improve over time. In support of this, these studies showed that, when re-hydrated, performance on these tasks improves to the level of non-dehydrated children. Study 2 showed that the number of errors increased in a StopSignal task in children that had high self-rated levels of thirst, compared to low levels: and hydration status did not moderate this effect. A possible explanation for the increased number of errors in children with high self-rated thirst is that the thirst sensation diverts attention away from the task, causing task performance to deteriorate. In study 4, it was observed that there was a large variation in intra-individual and inter-individual hydration scores throughout the day, which was not related to volume drank or levels of thirst. Further studies should use imaging techniques to study brain activity during dehydration and rehydration, and during periods of high thirst, to help to further elucidate the mechanism underlying the negative effect of dehydration on motor performance, and the effect of self-rated thirst on attention.

APA, Harvard, Vancouver, ISO, and other styles

8

McAlpine, Estelle. "Fine motor skills in Afrikaans speaking primary school children with attention deficit / hyperactivity disorder." Thesis, University of Limpopo, 2004. http://hdl.handle.net/10386/2051.

Full text

Abstract:

Thesis (M.A. (Psychology)) --University of Limpopo, 2004.
The purpose of this study was to investigate whether poor motor skills are associated with ADHD. Afrikaans speaking primary school children were screened for ADHD with the Disruptive Behaviour Disorder scale (DBD). They were matched for gender and age with a normal group without ADHD symptoms. The children (31 ADHD and 31 Controls) were assessed for fine motor skills on three instruments: the Grooved pegboard, Maze co ordination and Finger tapping tests. To some degree all three tests of fine motor skills revealed poorer performances in the ADHD group than in the normal group. The finger tapping test showed the least discrimination between the groups. The girls performed significantly poorer on all tests. There were statistically significant effects of hand dominance. Results show that tests for fine motor skills discriminate between children with ADHD and normal comparisons. These results appear to support the hypothesis that poor motor skills are associated with ADHD.

APA, Harvard, Vancouver, ISO, and other styles

9

Webber, Ann Louise. "The effect of Amblyopia on motor and psychosocial skills in children." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30211/1/Ann_Webber_Thesis.pdf.

Full text

Abstract:

Background/Aims: In an investigation of the functional impact of amblyopia on children, the fine motor skills, perceived self-esteem and eye movements of amblyopic children were compared with that of age-matched controls. The influence of amblyogenic condition or treatment factors that might predict any decrement in outcome measures was investigated. The relationship between indirect measures of eye movements that are used clinically and eye movement characteristics recorded during reading was examined and the relevance of proficiency in fine motor skills to performance on standardised educational tests was explored in a sub-group of the control children. Methods: Children with amblyopia (n=82; age 8.2 ± 1.3 years) from differing causes (infantile esotropia n=17, acquired strabismus n=28, anisometropia n=15, mixed n=13 and deprivation n=9), and a control group of children (n=106; age 9.5 ± 1.2 years) participated in this study. Measures of visual function included monocular logMAR visual acuity (VA) and stereopsis assessed with the Randot Preschool Stereoacuity test, while fine motor skills were measured using the Visual-Motor Control (VMC) and Upper Limb Speed and Dexterity (ULSD) subtests of the Brunicks-Oseretsky Test of Motor Proficiency. Perceived self esteem was assessed for those children from grade 3 school level with the Harter Self Perception Profile for Children and for those in younger grades (preschool to grade 2) with the Pictorial Scale of Perceived Competence and Acceptance for Young Children. A clinical measure of eye movements was made with the Developmental Eye Movement (DEM) test for those children aged eight years and above. For appropriate case-control comparison of data, the results from amblyopic children were compared with age-matched sub-samples drawn from the group of children with normal vision who completed the tests. Eye movements during reading for comprehension were recorded by the Visagraph infra-red recording system and results of standardised tests of educational performance were also obtained for a sub-set of the control group. Results Amblyopic children (n=82; age 8.2 ± 1.7 years) performed significantly poorer than age-matched control children (n=37; age 8.3 ± 1.3 years) on 9 of 16 fine motor skills sub-items and for the overall age-standardised scores for both VMC and ULSD items (p<0.05); differences were most evident on timed manual dexterity tasks. The underlying aetiology of amblyopia and level of stereoacuity significantly affected fine motor skill performance on both items. However, when examined in a multiple regression model that took into account the inter-correlation between visual characteristics, poorer fine motor skills performance was only associated with strabismus (F1,75 = 5.428; p =0. 022), and not with the level of stereoacuity, refractive error or visual acuity in either eye. Amblyopic children from grade 3 school level and above (n=47; age 9.2 ± 1.3 years), particularly those with acquired strabismus, had significantly lower social acceptance scores than age-matched control children (n=52; age 9.4 ± 0.5 years) (F(5,93) = 3.14; p = 0.012). However, the scores of the amblyopic children were not significantly different to controls for other areas related to self-esteem, including scholastic competence, physical appearance, athletic competence, behavioural conduct and global self worth. A lower social acceptance score was independently associated with a history of treatment with patching but not with a history of strabismus or wearing glasses. Amblyopic children from pre-school to grade 2 school level (n=29; age = 6.6 ± 0.6 years) had similar self-perception scores to their age-matched peers (n=20; age = 6.4 ± 0.5 years). There were no significant differences between the amblyopic (n=39; age 9.1 ± 0.9 years) and age-matched control (n = 42; age = 9.3 ± 0.38 years) groups for any of the DEM outcome measures (Vertical Time, Horizontal Time, Number of Errors and Ratio (Horizontal time/Vertical time)). Performance on the DEM did not significantly relate to measures of VA in either eye, level of binocular function, history of strabismus or refractive error. Developmental Eye Movement test outcome measures Horizontal Time and Vertical Time were significantly correlated with reading rates measured by the Visagraph for both reading for comprehension and naming numbers (r>0.5). Some moderate correlations were also seen between the DEM Ratio and word reading rates as recorded by Visagraph (r=0.37). In children with normal vision, academic scores in mathematics, spelling and reading were associated with measures of fine motor skills. Strongest effect sizes were seen with the timed manual dexterity domain, Upper Limb Speed and Dexterity. Conclusions Amblyopia may have a negative impact on a child’s fine motor skills and an older child’s sense of acceptance by their peers may be influenced by treatment that includes eye patching. Clinical measures of eye movements were not affected in amblyopic children. A number of the outcome measures of the DEM are associated with objective recordings of reading rates, supporting its clinical use for identification of children with slower reading rates. In children with normal vision, proficiency on clinical measures of fine motor skill are associated with outcomes on standardised measures of educational performance. Scores on timed manual dexterity tasks had the strongest association with educational performance. Collectively, the results of this study indicate that, in addition to the reduction in visual acuity and binocular function that define the condition, amblyopes have functional impairment in childhood development skills that underlie proficiency in everyday activities. The study provides support for strategies aimed at early identification and remediation of amblyopia and the co-morbidities that arise from abnormal visual neurodevelopment.

APA, Harvard, Vancouver, ISO, and other styles

10

Webber, Ann Louise. "The effect of Amblyopia on motor and psychosocial skills in children." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30211/.

Full text

Abstract:

Background/Aims: In an investigation of the functional impact of amblyopia on children, the fine motor skills, perceived self-esteem and eye movements of amblyopic children were compared with that of age-matched controls. The influence of amblyogenic condition or treatment factors that might predict any decrement in outcome measures was investigated. The relationship between indirect measures of eye movements that are used clinically and eye movement characteristics recorded during reading was examined and the relevance of proficiency in fine motor skills to performance on standardised educational tests was explored in a sub-group of the control children. Methods: Children with amblyopia (n=82; age 8.2 ± 1.3 years) from differing causes (infantile esotropia n=17, acquired strabismus n=28, anisometropia n=15, mixed n=13 and deprivation n=9), and a control group of children (n=106; age 9.5 ± 1.2 years) participated in this study. Measures of visual function included monocular logMAR visual acuity (VA) and stereopsis assessed with the Randot Preschool Stereoacuity test, while fine motor skills were measured using the Visual-Motor Control (VMC) and Upper Limb Speed and Dexterity (ULSD) subtests of the Brunicks-Oseretsky Test of Motor Proficiency. Perceived self esteem was assessed for those children from grade 3 school level with the Harter Self Perception Profile for Children and for those in younger grades (preschool to grade 2) with the Pictorial Scale of Perceived Competence and Acceptance for Young Children. A clinical measure of eye movements was made with the Developmental Eye Movement (DEM) test for those children aged eight years and above. For appropriate case-control comparison of data, the results from amblyopic children were compared with age-matched sub-samples drawn from the group of children with normal vision who completed the tests. Eye movements during reading for comprehension were recorded by the Visagraph infra-red recording system and results of standardised tests of educational performance were also obtained for a sub-set of the control group. Results Amblyopic children (n=82; age 8.2 ± 1.7 years) performed significantly poorer than age-matched control children (n=37; age 8.3 ± 1.3 years) on 9 of 16 fine motor skills sub-items and for the overall age-standardised scores for both VMC and ULSD items (p<0.05); differences were most evident on timed manual dexterity tasks. The underlying aetiology of amblyopia and level of stereoacuity significantly affected fine motor skill performance on both items. However, when examined in a multiple regression model that took into account the inter-correlation between visual characteristics, poorer fine motor skills performance was only associated with strabismus (F1,75 = 5.428; p =0. 022), and not with the level of stereoacuity, refractive error or visual acuity in either eye. Amblyopic children from grade 3 school level and above (n=47; age 9.2 ± 1.3 years), particularly those with acquired strabismus, had significantly lower social acceptance scores than age-matched control children (n=52; age 9.4 ± 0.5 years) (F(5,93) = 3.14; p = 0.012). However, the scores of the amblyopic children were not significantly different to controls for other areas related to self-esteem, including scholastic competence, physical appearance, athletic competence, behavioural conduct and global self worth. A lower social acceptance score was independently associated with a history of treatment with patching but not with a history of strabismus or wearing glasses. Amblyopic children from pre-school to grade 2 school level (n=29; age = 6.6 ± 0.6 years) had similar self-perception scores to their age-matched peers (n=20; age = 6.4 ± 0.5 years). There were no significant differences between the amblyopic (n=39; age 9.1 ± 0.9 years) and age-matched control (n = 42; age = 9.3 ± 0.38 years) groups for any of the DEM outcome measures (Vertical Time, Horizontal Time, Number of Errors and Ratio (Horizontal time/Vertical time)). Performance on the DEM did not significantly relate to measures of VA in either eye, level of binocular function, history of strabismus or refractive error. Developmental Eye Movement test outcome measures Horizontal Time and Vertical Time were significantly correlated with reading rates measured by the Visagraph for both reading for comprehension and naming numbers (r>0.5). Some moderate correlations were also seen between the DEM Ratio and word reading rates as recorded by Visagraph (r=0.37). In children with normal vision, academic scores in mathematics, spelling and reading were associated with measures of fine motor skills. Strongest effect sizes were seen with the timed manual dexterity domain, Upper Limb Speed and Dexterity. Conclusions Amblyopia may have a negative impact on a child’s fine motor skills and an older child’s sense of acceptance by their peers may be influenced by treatment that includes eye patching. Clinical measures of eye movements were not affected in amblyopic children. A number of the outcome measures of the DEM are associated with objective recordings of reading rates, supporting its clinical use for identification of children with slower reading rates. In children with normal vision, proficiency on clinical measures of fine motor skill are associated with outcomes on standardised measures of educational performance. Scores on timed manual dexterity tasks had the strongest association with educational performance. Collectively, the results of this study indicate that, in addition to the reduction in visual acuity and binocular function that define the condition, amblyopes have functional impairment in childhood development skills that underlie proficiency in everyday activities. The study provides support for strategies aimed at early identification and remediation of amblyopia and the co-morbidities that arise from abnormal visual neurodevelopment.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Fine motor skills"

1

Sally, Featherstone, and Hardy Martha, eds. Grab - and let go: Developing fine motor skills. Lutterworth: Featherstone Education, 2003.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Hurley, Donna Staisiunas. Developing fine and gross motor skills: Birth to three. Bisbee, AZ: Imaginart, 2000.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Landy, Joanne M. Ready-to-use fine motor skills & handwriting activities for young children. West Nyack, NY: Center for Applied Research in Education, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Fine motor skills in children with Down syndrome: A guide for parents and professionals. Bethesda, MD: Woodbine House, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Fine motor skills for children with Down syndrome: A guide for parents and professionals. 2nd ed. Bethesda, MD: Woodbine House, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Broad, Angela Ruth. What is the evidence that sensory integration therapy is effective in facilitating occupational performance in children diagnosed with developmental co-ordination disorder?. Oxford: Oxford Brookes University, 2003.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.

Full text

Abstract:

The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and the main organizational, methodological, and didactic aspects of its implementation are considered. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of higher educational institutions enrolled in directions of preparation "Special (defectological) education" (qualification "bachelor" profiles "Preschool defectology", "management skills"), "Pedagogical education (profile-Preschool education), "Psychological and pedagogical education (profile Psychology and pedagogics of preschool education"), "Special (defectological) education" (qualification "master", master program "Psychological and pedagogical support of persons with disabilities", "Psychology-pedagogical support of persons with visual impairments»), as well as for students of advanced training and retraining courses in the field of special and inclusive education. It can be useful for teachers, postgraduates, students of defectology departments of pedagogical universities, teachers of special (correctional) educational institutions.

APA, Harvard, Vancouver, ISO, and other styles

8

The little book of fine motor skills: Helping children to get a grip! London: A & C Black, 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Learn at Home: Grade K : reading, language, math, science, social studies, gross/fine motor skills. Columbus, Ohio: School Specialty Publishing, 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Prints, Redso. Fine Motor Skills Workbook. Independently Published, 2020.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Fine motor skills"

1

Cuffaro, Maria Assunta. "Fine Motor Skills." In Encyclopedia of Child Behavior and Development, 657. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1141.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

von Tetzchner, Stephen. "Development of Fine Motor Skills." In Typical and Atypical Child and Adolescent Development 3, 63–65. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003292463-12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Ziviani, Jenny, and John Elkins. "Fine motor skills in the classroom." In Down Syndrome, 135–50. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-7240-8_7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Borecki, Lukasz, Katarzyna Tolstych, and Mieczyslaw Pokorski. "Computer Games and Fine Motor Skills." In Advances in Experimental Medicine and Biology, 343–48. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4546-9_43.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Lopes, R. D., S. Castro, M. J. Ponces, N. Ramos, and M. Vaz. "Analysis tool of skills’ acquisition in fine motor skill." In Biodental Engineering V, 25–26. London, UK; Boca Raton, FL: Taylor & Francis Group, [2019] |: CRC Press, 2019. http://dx.doi.org/10.1201/9780429265297-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

von Tetzchner, Stephen. "Fine and Gross Motor Skills Are Related." In Typical and Atypical Child and Adolescent Development 3, 66. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003292463-13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Rule, Audrey C., and Latisha L. Smith. "Fine Motor Skills, Executive Function, and Academic Achievement." In Physical Activity and Health Promotion in the Early Years, 19–40. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76006-3_2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Matheis, Maya, and Jasper A. Estabillo. "Assessment of Fine and Gross Motor Skills in Children." In Handbook of Childhood Psychopathology and Developmental Disabilities Assessment, 467–84. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93542-3_25.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Andaluz, Víctor H., Cartagena Patricio, Naranjo José, Agreda José, and López Shirley. "Virtual Environments for Motor Fine Skills Rehabilitation with Force Feedback." In Lecture Notes in Computer Science, 94–105. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60922-5_7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

León, Manuel A., Paul A. Romero, Washington X. Quevedo, Oscar B. Arteaga, Cochise Terán, Marco E. Benalcázar, and Víctor H. Andaluz. "Virtual Rehabilitation System for Fine Motor Skills Using a Functional Hand Orthosis." In Lecture Notes in Computer Science, 78–94. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95282-6_6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Fine motor skills"

1

Saparahayuningsih, Sri, and Badeni Badeni. "Improving Children's Fine Motor Skills through Pencil Skills." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.29.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Chia, Foong-Yi, and Daniel Saakes. "Interactive training chopsticks to improve fine motor skills." In ACE '14: 11th ADVANCES IN COMPUTER ENTERTAINMENT TECHNOLOGY CONFERENCE. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2663806.2663816.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Mingazova, M. V. "Features of fine motor skills of children with cerebral palsy." In XX Anniversary All-Russian Scientific and Practical Conference of Young Scientists, Postgraduates and Students. Technical Institute (BRANCH) of NEFU, 2019. http://dx.doi.org/10.18411/s-2019-112.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Cabrera Hidalgo, Julio Cesar, John David Arevalo Delgado, Vladimir Robles Bykbaev, Yaroslava Robles Bykbaev, and Tatiana Pesantez Coyago. "Serious game to improve fine motor skills using Leap Motion." In 2018 Argentine Congress of Computer Science and Research Development (CACIDI). IEEE, 2018. http://dx.doi.org/10.1109/cacidi.2018.8584370.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Carvajal, Christian P., Fernando A. Chicaiza, Renato Carvajal, and Víctor H. Andaluz. "Robotic Stimulation for Fine Motor Skills of the Upper Extremities." In the 2017 9th International Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3175536.3176652.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Oktavia, Dewi, Muhammad Bali, Handono Rahman, Umar Umar, Agus Syakroni, and Faizatul Widat. "Exploration of Fine Motor Skills through the Application of Paint." In Proceedings of 1st Workshop on Environmental Science, Society, and Technology, WESTECH 2018, December 8th, 2018, Medan, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.8-12-2018.2284038.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Castro Alarcon, Carolina, Santiago Castillo Cadena, Daniel Haro Mendoza, Jessica Daniela Vega Bello, Vicente Borja Ramírez, Alejandro Ramírez-Reivich, Yesica Escalera Matamoros, and Arturo Treviño Arizmendi. "User Centered Design Applied to the Improvement of Fine Motor Skills." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88407.

Full text

Abstract:

This paper reports the development of a method to improve practical skills. The developed method arises from the observations made to the second-year students of Medicine degree at the National Autonomous University of Mexico (UNAM) in order to improve the learning of practical skills used in the “Introduction to Surgery” course. However, the results obtained can be extrapolated to any profession that requires the usage of manual tools or fine and precise movements of hands. In the case of engineering, the proposed method can be applied to basic courses in electronics, technical drawing, manufacturing engineering, among others. As well as it can be used for specialized training in tasks such as welding, conventional machining, handling of hazardous materials or any other manual activity that requires precision. As a result, a methodology is presented to improve the learning of fine motor skills in a person, this allows developing of his/her professional activities in a fast and accurate way.

APA, Harvard, Vancouver, ISO, and other styles

8

Mironcika, Svetlana, Antoine de Schipper, Annette Brons, Huub Toussaint, Ben Kröse, and Ben Schouten. "Smart Toys Design Opportunities for Measuring Children's Fine Motor Skills Development." In TEI '18: Twelfth International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3173225.3173256.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Khuluqo, Ihsana El. "Brain Gym Optimization Methods in Improving Early Age Child Fine Motor Skills." In 1st International Conference on Early Childhood Care Education and Parenting (ICECCEP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201205.082.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Ochi, Youji. "Development of Painting Quality Monitoring System for Assessment of Fine Motor Skills." In 2021 IEEE 10th Global Conference on Consumer Electronics (GCCE). IEEE, 2021. http://dx.doi.org/10.1109/gcce53005.2021.9621973.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!