Relevant bibliographies by topics / Motor development, Children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Motor development, Children'

Author: Grafiati
Published: 19 February 2023
Last updated: 20 February 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 'Motor development, Children.'

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 "Motor development, Children"

1

Aylward, R. "Motor Development in Children." Journal of Neurology, Neurosurgery & Psychiatry 58, no. 6 (June 1, 1995): 767. http://dx.doi.org/10.1136/jnnp.58.6.767-a.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Scher, Mark S. "Motor development in children." Electroencephalography and Clinical Neurophysiology/Electromyography and Motor Control 97, no. 5 (October 1995): 284. http://dx.doi.org/10.1016/0924-980x(95)80003-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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
4

Hynes-Dusel, Joanne. "Motor Development in Elementary Children." Strategies 15, no. 3 (January 2002): 30–34. http://dx.doi.org/10.1080/08924562.2002.10591541.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Goynazarov, Gayratjon. "DEVELOPMENT OF MOVEMENT QUALITIES IN CHILDREN." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (April 1, 2022): 42–47. http://dx.doi.org/10.55640/eijmrms-02-04-10.

Full text
Abstract:
The higher the intergenerational transmission of the signs of movement knowledge, the higher the advantage of the individual in realizing his motor potential in the context of specialized exercises. A young athlete may not be able to compensate for his or her genotypically limited capabilities under the same conditions or even after intense exercise with moderate hereditary performance and may not achieve great results in sports, but may show great ability in other areas of activity.
APA, Harvard, Vancouver, ISO, and other styles
6

Honrubia-Montesinos, Cristina, Pedro Gil-Madrona, and Luisa Losada-Puente. "Motor Development among Spanish Preschool Children." Children 8, no. 1 (January 12, 2021): 41. http://dx.doi.org/10.3390/children8010041.

Full text
Abstract:
The purpose of this study was to analyze motor development of Spanish preschoolers, taking into account sex and age, being an only child, prematurity, and the practice of extracurricular activities. The sample was composed of 300 preschoolers (132 girls, 168 boys) ages 3 to 6 years. Preschoolers were tested on 12 fundamental motor skills (locomotor and object control) through the Test of Gross Motor Development—Second Edition (TGMD-2). Nonparametric analysis indicated that there are differences between girls and boys in locomotor and object control skills in the age range of 3–4 years. However, boys and girls scored similarly at the age of 5 years in locomotor development. There were not differences between only children and those who are not only children. Similarly, prematurity was not associated with locomotor and object control development. Nevertheless, those preschoolers who practice extracurricular physical activities scored significantly higher in comparison with those children do not. Further research is needed to shed light on the differences between boys and girls in object control. It may be explained by the types of extracurricular activities.
APA, Harvard, Vancouver, ISO, and other styles
7

Iloeje, S. O., V. U. Obiekwe, and W. N. Kaine. "Gross motor development of Nigerian children." Annals of Tropical Paediatrics 11, no. 1 (January 1991): 33–39. http://dx.doi.org/10.1080/02724936.1991.11747475.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hallemans, Ann. "Motor development in visually impaired children." Developmental Medicine & Child Neurology 58, no. 2 (August 17, 2015): 114. http://dx.doi.org/10.1111/dmcn.12860.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Levtzion-Korach, O., A. Tennenbaum, R. Schnitzer, and A. Ornoy. "Early motor development of blind children." Journal of Paediatrics and Child Health 36, no. 3 (June 9, 2000): 226–29. http://dx.doi.org/10.1046/j.1440-1754.2000.00501.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ольга, Парфентьева, Бондарева Эльвира, Макарова Людмила, Параничева Татьяна, and Сонькин Валентин. "ФАКТОРЫ, ВЛИЯЮЩИЕ НА МОТОРНОЕ РАЗВИТИЕ СОВРЕМЕННЫХ ДЕТЕЙ 5 — 10 ЛЕТ." Российский журнал физической антропологии, no. 1 (March 23, 2022): 7–34. http://dx.doi.org/10.33876/2782-5000/2022-1-1/7-34.

Full text
Abstract:
The present study aimed to evaluate the contribution of ecological, geo-graphical and socio-economic factors to variation of physical and motor skills development of 3700 children from 5 regions of Russian Federation. Physi-cal development (weight and height) were assessed. Body mass index (BMI) was calculated. Motor development was assessed using the standing long jump test, 30 m sprint test, 6 minute run test. The physical and motor skills development was measured using absolute and relative (scaling to height) ap-proaches. It was shown that gender and age affected relative values of motor development. The contribution of the ecological, geographical and socio-eco-nomic factors to variation of physical and motor development was limited to 8-10%, highlighting, on the one hand, the sensitivity of physical and mo-tor development of children aged 5-10 years to such factors, and, on the oth-er hand, the small contribution to physical development and health of children.Unrecorded factors such as genetic factors and teaching models in physical edu-cation in kindergartens and primary schools as well as its multiple interactions might have a higher contribution (more than 90% of the total variance of studied parameters). Body mass index as indicator of metabolic status was one of the important factors which affected motor development. Despite the significant regional dif-ferences, the patterns of age dynamics of physical and motor skill development were similar that indicates the biosocial well-being of the studied populations.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Motor development, Children"

1

Passarini, John Richard. "Motor skill development of children with Down syndrome." Thesis, Boston University, 2001. https://hdl.handle.net/2144/33533.

Full text
Abstract:
Thesis (Ed.D.)--Boston University
This study was conducted for the purpose of determining the effectiveness of a home-based motor activity program on children with Down syndrome 6 to 10 years of age. Twenty-six children with Down syndrome and their respective families participated in this twelve-week study. The Circles Of Learning instructional program was created, and fieldtested. The Test of Gross Motor Development (TGMD) provided base-line data for measures of progress in fundamental motor skills. Parents were instructed in how to teach locomotor skills and object control skills as measured by the TGMD. The methods required seven distinct activities: the creation of an instructional manual; recruitment and instruction of project assistants; identification and recruitment of the subjects and their families; pretest and posttest assessment of subjects; instructional training of parents; and the twelve week intervention. The comparison (C) group received the Handwriting Without Tears program during the 12 week intervention period. When compared with the (C) group, all subjects in the experimental (E) group showed statistically significant improvement in the acquisition of fundamental motor skills as measured by the TGMD. Four (E) group subjects improved to the "average" range for typically developing children. Ten of the 11 (E) group subjects continued to improved their demonstrated fundamental motor skill performance two weeks after the intervention, while one subject maintained his gains. Weekly parent comments during the intervention gave testimony to the effectiveness of the intervention supporting primary and secondary gains for the subjects. Parents reported that interactions between family members and the subjects increased and fundamental motor skills improved during spontaneous unstructured play and during organized activities at home and at school. This study challenges the previous research suggesting children with Down syndrome need specialized motor development programs. Furthermore, this study demonstrates that the acquisition of fundamental motor skills for children with Down syndrome can be accelerated.
APA, Harvard, Vancouver, ISO, and other styles
2

Staples, Kerri. "Development of a gross motor task to assess motor planning of children with autism spectrum disorders." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98584.

Full text
Abstract:
Motor planning was assessed by performance of 10 male children (age range 9-12 years) with ASD on a simple obstacle course of horizontal barriers. The primary measures of motor planning were acts of hesitation and hesitation time. These measures, along with executive functioning scores from the BRIEF, and measures of movement execution were correlated to assess the validity of this obstacle course. Results of these correlations supported the validity of the motor planning inferences from the performance of the obstacle course since motor planning correlated in the expected directions with the BRIEF scores and movement execution measures. Internal consistency (Cronbach's alpha) was sufficiently high to support the reliability of this obstacle course, with the item analysis providing direction for the most reliable barrier heights. Therefore, the use of this obstacle course task provides both valid inferences and reliable measures of motor planning, although further development is warranted.
APA, Harvard, Vancouver, ISO, and other styles
3

Pelland, Lucie. "Strategies for motor control analysis in children." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37808.

Full text
Abstract:
The goal of the research described in this thesis is to further our understanding of the motor control strategies that are available to the child when learning to produce meaningful interactions with environmental surfaces. The principal aim is to explore the analytical techniques that could be used to evaluate the range of neuromechanical responses for the lower limb that would provide stability at the limb/environment interface during growth and development. Five studies are presented that provide both experimental data and theoretical perspectives that were coalesced in the formulation of a general model for the control of stability at the limb/environment interface. The first study presents an analytical technique that was devised to classify the spatial-temporal organization of the surface myoelectric activity into one of three distinct patterns: Burst, Tonic, and Tonic Burst. This classification permits the matching between the pattern of muscle activity and the kinematic and kinetic control of the ground contact phase of landing. In the second, and companion paper, different distributions of the Burst, Tonic, and Tonic Burst patterns across the muscles of the lower limb were associated with three mechanical responses of the limb to ground contact. Mechanically, the three limb responses show a progression toward an effective control of stability at the limb/environment interface and it was therefore proposed that the distribution of activity patterns could reflect the priorities of system at different stages of growth and development. The results support our hypothesis that more complex movements can be executed when the limits of stability are maximized. Study three presents a formal model for the control of stability at the limb/environment interface. The model was further applied to propose new theoretical approaches that could be used in the clinical milieu, shifting the focus of the evaluation to the range of feasible movements that would be available
APA, Harvard, Vancouver, ISO, and other styles
4

Walters, Yolinda. "The effects of a perceptual-motor development program on children with Developmental Coordination Disorder." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1302.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Al-Thumali, Fahad Jameel M. "Assessment of Motor Proficiency Levels in Children in Saudi Arabia." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/368161.

Full text
Abstract:
Assessing children’s motor development is important for determining their developmental levels and needs in order to promote their motor skills. Differing environmental and cultural backgrounds can impact upon children’s motor development, and thus need to be taken into account in motor assessments. This study aimed to provide a comprehensive overview of the motor development levels of children in Saudi Arabia using the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2). The investigation included both genders (males and females) at three school grade levels (1st, 3rd, 5th) from two residential areas (urban and rural). Moreover, the study investigated the effects of gender, grade, and residence on the performance of a sample of 188 Saudi children. These results were compared to BOT-2 norms from a United States sample. Furthermore, this study examined the possibility of using BOT-2 in Saudi society (objectivity, reliability, and validity). A quantitative research paradigm was used in the study to achieve the study’s objectives. One-sample-t-test was utilised to identify any significant differences between the study groups and BOT-2 norms in the subtest point scores. A three-way analysis of variance (ANOVA) was performed to determine any effect of the independent variables (gender, grade, and residential area) on the dependent variables (motor-area composite scores). Lastly, several statistical methods were used to examine the objectivity, reliability, and validity of using BOT-2 with Saudi children.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
APA, Harvard, Vancouver, ISO, and other styles
6

Blanchette, Nicholas. "Cognitive and motor development in children with vertically transmitted HIV infection." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0021/MQ54133.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kgomo, Gretta Tumelo. "Cognitive and motor development in HIV infected children : a systematic review." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20089.

Full text
Abstract:
Thesis (MCurr)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The global epidemic of HIV continues with an estimated 2.2 million children under 15 years of age worldwide living with HIV and 640 000 newly infected in 2004 (WHO, 2009). HIV crosses the blood–brain barrier which may lead to neuronal damage and death. There is controversial evidence within available research on effects of HIV on cognitive and motor development in children because of the limitations imposed by study designs, study populations and study methodological quality. The aims of the review were: - To conduct a systematic review of published research to establish the effects and the prevalence of HIV infection on cognitive and motor development in children. - To critically appraise the methodological quality of published research regarding cognitive and motor development of HIV infected children. The objectives of the review were: - To assess evidence on the cognitive and motor development of HIV-1 infected children - To describe anthropometric outcomes including: weight for age, weight for height, height for age and head circumference in children with a HIV infection. - To assess the methodological quality of studies on the cognitive and motor development of HIV infected children. The following databases were searched for identification of articles; MEDLINE, Google Scholar, AIDSTRIALS, AIDSLINE and CINHAL. The search time frame included published works from inception to July 2011 without language restrictions. Analytical observational trials that assessed at least one outcome (cognitive or motor development or 1 of the anthropometric outcomes) between HIV positive and HIV negative children aged 5 years and below or children with a mean age of less than 5 years were employed. Two review authors independently searched for eligible studies, evaluated methodological quality and extracted the data. Meta-analysis was carried out using Rev Man 5.1 using the risk ratio for categorical data and standard mean difference for continuous data. Fifteen studies with a total of 3 086 participants met the inclusion criteria. HIV infected children were 2.45 times at higher risk of developing cognitive developmental delay than HIV negative children (RR, 95% CI, 1.95, 3.07, P < 0.00001). Infected children scored - 0.54 less than HIV negative children (SMD 95% CI, -0.70, -0.39, 97, p < 0.00001) for cognitive development and -0.68 in motor development (SMD 95% CI, -0.82, -0.55, p< 0.00001). The risk of motor developmental delays was 2.95 times in HIV positive compared with HIV negative children (RR 95% CI, 2.19, 3.99, p < 0.00001). HIV infected children are slower in aspects of cognitive and motor development compared to their HIV negative counterparts. They also showed delays in anthropometric outcomes; weight for age and height for age. Study design influenced results of the studies with children scoring more on cross sectional than cohort studies. There is still need to develop culturally appropriate or standardise neurodevelopment tools as most African studies still rely on international tools. More evidence is needed on the effectiveness of HAART in reducing cognitive and motor delay.
AFRIKAANSE OPSOMMING: Die wêreldwye MIV epidemie duur voort met ongeveer 2.2 miljoen kinders onder 15 jarige ouderdom wat wêreldwyd met MIV leef en 640 000 onlangs in 2004 geïnfekteerd (WHO, 2009). MIV strek oor die bloed-brein grens wat kan lei tot neuronale skade en die dood. Daar is kontroversiële bewys binne beskikbare navorsing oor die effek wat MIV het op kognitiewe en motoriese ontwikkeling in kinders, vanweë die beperkinge wat geplaas word deur studie ontwerpe, studie bevolkings en studie metodologiese kwaliteit. Die doelwitte van die oorsig is om - ‘n sistematiese oorsig van gepubliseerde navorsing te doen om sodoende die effek en voorkoms van MIV infeksie op kognitiewe en motoriese ontwikkeling by kinders vas te stel - ’n kritiese waardering van die metodologiese kwaliteit van gepubliseerde navorsing te doen ten opsigte van die kognitiewe en motoriese ontwikkeling van MIV geïnfekteerde kinders. Die doelwitte van die oorsig is om - assessering te doen van die bewyse van kognitiewe en motoriese ontwikkeling by MIV-1 geïnfekteerde kinders - antropometriese uitkomste te beskryf, insluitend: gewig vir ouderdom, gewig vir hoogte, hoogte vir ouderdom en omtrek van die hoof by kinders met ’n MIV infeksie - die metodologiese kwaliteit te assesseer van studies op die kognitiewe en motoriese ontwikkeling van MIV geïnfekteerde kinders. Die volgende databasisse is nagevors vir die identifisering van artikels: MEDLINE, Google Scholar, AIDSTRIALS, AIDSLINE en CINHAL. Die tydraamwerk vir navorsing het gepubliseerde werk ingesluit vanaf aanvang tot Julie 2011 sonder taalbeperkings. Analitiese waarneembare toetse wat ten minste een uitkoms geassesseer het (kognitiewe of motoriese ontwikkeling of 1 van die antropometriese uitkomste) tussen MIV positiewe en MIV negatiewe kinders van 5 jarige ouderdom en jonger, of kinders met ’n gemiddelde ouderdom van minder as 5 jaar is betrek. Twee oorsig outeurs het onafhanklik vir geskikte studies gesoek, metodologies geëvalueer en data getrek. Meta-analise was uitgevoer deur gebruik te maak van Rev Man 5.1 met behulp van die risiko-ratio vir kategoriese data en die standaard gemiddelde verskil vir aaneenlopende data. Vyftien studies met ’n totaal van 3 086 deelnemers met die insluitingskriteria. MIV geïnfekteerde kinders het 2.45 keer ’n hoër risiko gehad om kognitiewe ontwikkelingsvertraging te ontwikkel as MIV negatiewe kinders (RR, 95% CI, 1.95, 3.07, P< 0.0000). Geïnfekteerde kinders het ’n -0.54 telling behaal, minder as MIV negatiewe kinders (SMD 95% CI, -0.70, -0.39,97 p < 0.00001) vir kognitiewe ontwikkeling en -0.68 vir motoriese ontwikkeling (SMD 95% CI, -0.82, -0.55, p< 0.00001). Die risiko van motoriese ontwikkelingsvertragings was 2.95 keer by MIV positiewe in vergelyking met MIV negatiewe kinders (RR 95% CI, 2.19, 3.99. p < 0.00001). MIV geïnfekteerde kinders is stadiger in aspekte van kognitiewe en motoriese ontwikkeling in vergeyking met hulle MIV negatiewe eweknieë. Hulle het ook vertragings getoon in antropometriese uitkomste; gewig vir ouderdom en hoogte vir ouderdom. Studie ontwerpe het uitslae beïnvloed van die kinders wat ’n hoër telling behaal het met deursnee as in kohort studies. Daar is nog ’n behoefte om kultureel geskikte of gestandaardiseerde neuro-ontwikkelingsinstrumente te ontwikkel, omdat die meeste Afrika-studies nog steeds staat maak op internasionale instrumente. Meer bewyse is nodig aangaande die effektiwiteit van HAART om kognitiewe en motoriese vertraging te verminder.
APA, Harvard, Vancouver, ISO, and other styles
8

Gingras, Ginette. "The development of a motor creativity test using fluency and flexibility measures /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wilson, Cameron. "Contribution of gait analysis to the understanding of motor development." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/ce539cbd1807960c252cfdf6d58dfec6bb8ad6c0581062cd33289a7630fa631c/3393612/65145_downloaded_stream_370.pdf.

Full text
Abstract:
Findings from two studies are presented. Both focused on the gait of Australian primary aged children and the information that this fundamental motor skill provides towards understanding the development of motor performance. In study one 87 (47 male, 40 female) children (5 - 9 years) participated. Children were tested using the Movement Assessment Battery for Children (MABC) (Henderson & Sugden, 1996), and the GAITRite walkway system. Gait parameters of the motor impaired and typically developing children were compared. Walking at a self-selected normal pace the motor impaired children did not significantly differ from their typically developing peers. A comparison of the gait parameters across the three age-bands tested (4 - 6, 7 - 8 & 9 - 10 years) showed Cadence and Double support time to differ significantly between the first and second age-bands with Cadence decreasing and double support time increasing with age. The variability of walking velocity and cadence both decreased significantly from age-band 1 to 2. Further a greater percentage of the motor impaired children were classified as overweight according to their BMI. Two important improvements in the experimental design were introduced for the larger second study (n = 218: 102 Male, 116 Female) ranging in age from 5 - 12 years. Firstly, slow and fast walking speeds were added to the normal walking speed condition to increase the task demand. Secondly, performance on the balance component only of the MABC was used as the criterion for impairment in this analysis. Two important improvements in the experimental design were introduced for the larger second study (n = 218: 102 Male, 116 Female) ranging in age from 5 - 12 years. Firstly, slow and fast walking speeds were added to the normal walking speed condition to increase the task demand. Secondly, performance on the balance component only of the MABC was used as the criterion for impairment in this analysis. Developmental trends were most evident for the stride-to-stride gait variability measurements. Specifically, the velocity, cadence, step length and base of support were all significantly more variable in the 11 and 12 year old children in comparison to the young adult group. It was suggested from these findings that the underlying process regulating the sequence of gait was not yet fully mature at age 12. A major aim of this investigation was to identify a simple objective means to measure the motor skills of children. Using a stepwise discriminant analysis walking at the slow speed was shown to be the best discriminator between the balance impaired and non-impaired children. Using only the base of support and cadence variability measures, 72.2 % of cases were correctly predicted. The third research question arose from the findings of study, viz. Do overweight children have impaired balance and coordination during walking? In this study, only a slightly larger percentage of overweight children (34.4%) were classified as motor impaired compared to the normal weight children (29.9%). It was noted that the overweight children walked with a wider base of support and a longer double support time, though they were no more variable than the normal weight children when the stride-to-stride parameters were assessed. Three major conclusions arose from this investigation. (1) children do not exhibit mature control of the walking sequence by age 12. (2) children classified as balance impaired walked with a pattern similar to those of children from a younger age group. (3) Overweight children although adopting a different walking strategy did not exhibit impaired control of the underlying sequence of walking.
APA, Harvard, Vancouver, ISO, and other styles
10

Reilly, Sheena. "The objective assessment of oral motor function during feeding : development and validation of the Schedule for Oral Motor Assessment (SOMA)." Thesis, University College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283439.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Motor development, Children"

1

Haywood, Kathleen. Motor development. Reston, Va: American Alliance for Health, Physical Education, Recreation, and Dance, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Motor development. 3rd ed. Indianapolis, Ind: Benchmark Press, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Understanding motor development: Infants, children, adolescents. Dubuque, Iowa: Brown and Benchmark, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gallahue, David L. Understanding motor development: Infants, children, adolescents. 2nd ed. Indianapolis, Ind: Benchmark Press, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Infant motor development. Champaign, IL: Human Kinetics, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Whiting, H. T. A. 1929-, Wade Michael G, North Atlantic Treaty Organization. Scientific Affairs Division., and NATO Advanced Study Institute on "Motor Skill Acquisition in Children", eds. Themes in motor development. Dordrecht: Nijhoff, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

1948-, Reid Greg, and Collier Douglas Holden 1953-, eds. Motor learning and development. Champaign, IL: Human Kinetics, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

G, Wade Michael, ed. Typical and atypical motor development. London: Mac Keith Press, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

1958-, Ozmun John C., and Goodway Jackie, eds. Understanding motor development: Infants, children, adolescents, adults. 7th ed. New York: McGraw-Hill, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Gallahue, David L. Understanding motor development: Infants, children, adolescents, adults. 7th ed. New York: McGraw-Hill, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Motor development, Children"

1

Prechtl, H. F. R. "Prenatal Motor Development." In Motor Development in Children: Aspects of Coordination and Control, 53–64. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4460-2_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hulstijn, W., and T. Mulder. "Motor Dysfunctions in Children. Towards a Process-Oriented Diagnosis." In Themes in Motor Development, 109–26. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4462-6_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Konstantareas, M. M. "Manual Language: Its Relevance to Communication Acquisition in Autistic Children." In Themes in Motor Development, 159–79. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4462-6_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Das, J. P. "Information Processing and Motivation as Determinants of Performance in Children with Learning Disabilities." In Themes in Motor Development, 127–42. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4462-6_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Connolly, K. J. "A Perspective on Motor Development." In Motor Development in Children: Aspects of Coordination and Control, 3–21. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4460-2_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Eyre, J. A., and S. Miller. "Development of Cortical Control in Babies and Children." In Alpha and Gamma Motor Systems, 365–70. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-1935-5_77.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Monsma, Eva V., Sally Taunton Miedema, Ali S. Brian, and Harriet G. Williams. "Assessment of Gross Motor Development in Preschool Children." In Psychoeducational Assessment of Preschool Children, 283–319. Fifth edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429054099-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Thelen, E. "Development of Coordinated Movement: Implications for Early Human Development." In Motor Development in Children: Aspects of Coordination and Control, 107–24. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4460-2_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wieringen, P. C. W. "Motor Coordination: Constraints and Cognition." In Motor Development in Children: Aspects of Coordination and Control, 361–71. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4460-2_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Trevarthen, C. "Development of Intersubjective Motor Control in Infants." In Motor Development in Children: Aspects of Coordination and Control, 209–61. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4460-2_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Motor development, Children"

1

Sholihah, Mar'atus, and Suparno Suparno. "Case Study Fine Motor Development Children: Developmental Coordination Disorder." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.73.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Abdelazeim, Faten, Huda Marzouk, and Silvia Botros. "DIFFERENT REACHING STRATEGIES IN CHILDREN AND MOTOR LEARNING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1034.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gürbüzsel, İpek, Tilbe Göksun, and Aykut Coşkun. "Eliciting parents' insights into products for supporting and tracking children's fine motor development." In IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3535303.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Amirullah Rachman, Hari, Mr Yudanto, Mr Sujarwo, and Mr Sudardiyono. "Intervention Model of Perceptual Motor Development in Preschool Children Movement Development." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Subramani, Guru, Aubrey M. Fisher, Moria F. Bittmann, Andrea H. Mason, Brittany G. Travers, and Michael R. Zinn. "Development of a Robotic Motor Skills Assessment System for Children With Autism." In 2017 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dmd2017-3447.

Full text
Abstract:
Autism is a developmental disorder characterized by atypical social interactions and repetitive behaviors/restricted interests[1]. It is found that children with autism also experience delayed or impaired motor skills development [2]. It would be advantageous to develop methods that precisely evaluate these motor skills impairments. The use of robots for evaluating upper limb motor competency have been looked at in the stroke literature [3]. We would like to leverage robotic tools for motor skills assessment but with focus for children with autism spectrum disorder. Robotic methodologies provide a unique way of testing upper limb motor skills. For instance, if a person holds on to the end of a robot arm and moves the robot arm in space, the robot can apply forces and prevent or assist the person with these motions. In this fashion, the robot can apply perturbations in a repeatable and precise manner with high fidelity. Since individuals with autism have anxieties interacting with other individuals[4], using an impersonal robot would alleviate the anxiety of social interactions. These individuals learn motor skills best with consistent repetition and strong reinforcement, qualities that robots provide. Therefore, a robot based evaluation strategy and therapy paradigm for children with Autism would be beneficial for the community.
APA, Harvard, Vancouver, ISO, and other styles
6

Gugu-Gramatopol, Carmen, and Delia Naghi. "DECREASING THE DIFFICULTIES OF GENERAL MOTOR SKILLS AT CHILDREN WITH SPECIAL NEEDS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2064.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ashar, Hadi, Ina Kusrini, Marizka Khairunnisa, and Cati Martiyana. "Anemia, Motor, Language, Social Personal Developments among Children Under Two Years Old in Rural Areas, Wonosobo, Central Java, Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.18.

Full text
Abstract:
ABSTRACT Background: Anemia is a condition where the hemoglobin level in the blood is lower than normal, which can be caused by malnutrition of micronutrients. Several studies that examine anemia among children under two years old, allegedly showed a negative impact on child development. This study aimed to determine the relationship between anemia and developmental status among children under two years old. Subjects and Method: This was a cross-sectional study conducted in Wonosobo Regency, Central Java, in 2019. A total of 290 children under two years old was selected for this study. The dependent variables were motor development, language development, and social personal development. The independent variable was anemia. The data of anemia was based on the results of hemoglobin levels examination using the Hemocue technique. The measurement of developmental status was measured using Developmental Milestone Checklist II. The data were analyzed using Chi-square test. Results: Most of the children under two years old had anemia (69.3%), experienced motor development problems (27.6%); language development barrier (11.0%), and experiencing barriers to personal social development (68.3%). This study showed that anemia was not related with motor development, language development, and social personal development, and there were not statistically significant. Conclusion: There is no relationship between anemia among children under two years old and the three aspects of child development in Wonosobo Regency, Central Java, Indonesia Keywords: anemia, development, children, children under two years old Correspondence: Hadi Ashar. Research and Development Center for Health Magelang, Central Java, Indonesia. Email: hdi.gaki@gmail.com. DOI: https://doi.org/10.26911/the7thicph.03.18
APA, Harvard, Vancouver, ISO, and other styles
8

Miklánková, Ludmila. "Problems Of Motor Skills Development Of Children With Mild Mental Disorder." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.54.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Voicu, Camelia. "Effects of Motor Stimulation Programs on Children with Down Syndrome Development." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.157.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lavoie, Natalie, and Émile Lebel. "A MOTOR INTERVENTION TO PREPARE LEARNING TO WRITE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end145.

Full text
Abstract:
Writing is a complex activity that requires the automation of graphomotor skills. Unfortunately, 10 to 30% of primary school students have difficulty at this level, which impairs the development of writing skills. It therefore seems judicious to intervene in kindergarten to support motor precision as well as visuomotor capacities, considered as prerequisites for writing by many researchers. The purpose of this study was to investigate the effect of motor training on visuomotor integration, motor precision and handwriting performance (speed and readability) in 5-year-old children. According to a quasi-experimental design (pretest, post-test with control group), 34 children participated in an intervention in subgroups, twice a week for 6 weeks. The mean and standard deviation were calculated for each of the tasks performed. Statistical tests (t test) were then carried out. The results show that the children in the experimental group improved their motor precision as well as their graphomotor skills compared to those in the control group. This project provides new insights into the benefits of working on basic skills in preparation for learning to write and will equip teachers on how to guide and support graphomotor skills before entering first grade.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Motor development, Children"

1

Hudson, Kesha N., and Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, August 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.

Full text
Abstract:
Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into established classroom practices has the potential to facilitate multiple aspects of children’s development and promote school readiness. The brief includes specific recommendations for early childhood educators.
APA, Harvard, Vancouver, ISO, and other styles
2

Li, Sen, Yang Song, Zhidong Cai, and Qingwen Zhang. Are Active Video Games Useful In The Development Of Gross Motor Skill Of Non-Typically Developing Children?A Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0124.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Jelsma, Dorothee, Reza Abdollahipour, Farhad Ghadiri, Fatemeh Alaei, Miriam Paloma Nieto, Zdenek Svoboda, Miguel Villa de Gregorio, Paola Violasdotter Nilsson, Dido Green, and Kamila Banatova. Evidence-based practice interventions for children and young people with Developmental Coordination Disorder - A scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2023. http://dx.doi.org/10.37766/inplasy2023.2.0028.

Full text
Abstract:
Review question / Objective: The aim of this review was to identify, qualify, evaluate and synthesise interventions used for children and young people with Developmental Coordination Disorder. The PCC was used to develop the review question: Population – children and young people with disorders of motor coordination aged to 25 years, not due to neurological disease or disorder eg. Cerebral Palsy. Concept - any method aimed to improve/treat/intervene in areas of motor learning, motor control, motor coordination or motor skill. Context - information on methods of delivery of interventions to consider context and cultural factors influencing delivery as well as details of intervention timing and outcomes. Primary Question: What interventions are being used for children and young people with DCD? Secondary Questions: How are these interventions being implemented? What outcomes are evident?
APA, Harvard, Vancouver, ISO, and other styles
4

ji, yuqin, hao tian, qiang ye, zhuoyan ye, and zeyu zheng. Effectiveness of exercise intervention on improving fundamental motor skills in children with autism spectrum disorder: A systematic review and Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0013.

Full text
Abstract:
Review question / Objective: This systematic review and meta-analysis aimed to synthesize available randomized controlled trial studies concerning the effects of exercise interventions on fundamental motor skills in children with autism spectrum disorder. Condition being studied: Autism Spectrum Disorder (ASD) is a complicated and highly prevalent neuro-developmental disorder characterized by deficits in social communication, restricted interests, and repetitive behaviors. The CDC reported that the prevalence of ASD was estimated to be 1 in 59 in the United States by 2020. Along with typical symptoms, a couple of studies have indicated that individuals with ASD encounter a variety of challenges, including sleep disturbance, obesity, executive function deficits, physical inactivity, and motor dysfunctions. Fundamental motor skills (FMS) are the unnaturally occurring basic motor learning model of the human body, which are the building blocks for advanced specialized motor skills and for children and adolescents to participate in sports, games, or other context-specific physical activity.FMS falls into three different categories: (a) locomotor skills (e.g., running and hopping), (b) object control skills (e.g., catching and throwing), and balance or stability skills (e.g., balancing and twisting).
APA, Harvard, Vancouver, ISO, and other styles
5

Motor function development estimation among pre-school children. Rinat M. Gimazov, Olesya A. Abdurakhmanova, Artem V. Rembeza, Lubov A. Panko, June 2019. http://dx.doi.org/10.14526/2070-4798-2019-14-2-103-109.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Motor development, Children' for particular source types:
Journal articles Dissertations / Theses Books
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!

To the bibliography