scholarly journals Factors Affecting Psychosocial and Motor Development in 3-Year-Old Children Who Are Deaf or Hard of Hearing

2015 ◽  
Vol 20 (4) ◽  
pp. 331-342 ◽  
Author(s):  
Greg Leigh ◽  
Teresa Y. C. Ching ◽  
Kathryn Crowe ◽  
Linda Cupples ◽  
Vivienne Marnane ◽  
...  
Keyword(s):  
Motor Development ◽  
Hard Of Hearing ◽  
Factors Affecting

scholarly journals Protocol for a quasi-experimental study examining the effect of a ball skills intervention on four domains of preschooler development

2021 ◽  
Vol 22 ◽  
Author(s):  
Hua Wu ◽  
Wichai Eungpinichpong ◽  
Hui Ruan ◽  
Xinding Zhang ◽  
Sansan Wang ◽  
...  
Keyword(s):  
Experimental Study ◽  
Motor Development ◽  
Self Regulation ◽  
Ecological Factors ◽  
Pilot Project ◽  
Background Information ◽  
Factors Affecting ◽  
Quasi Experimental ◽  
The Impact ◽  
Ball Skills

Abstract Background: Preschooler inactivity and insufficient motor development have serious long-term consequences. The Chinese Ministry of Education launched a nationwide football-focused pilot project aimed at kindergartens in 2019 and issued the policy “Notice on the Establishment of National Football Kindergartens” in 2020. However, the impact of fundamental movement skills (FMS) interventions on other aspects of child development is unclear. Aim: This study will evaluate the effects of ball skills physical education projects on the development of Chinese preschoolers’ physical, motor, cognitive, and social competencies and examine the influencing factors. Method: This is a quasi-experimental study evaluating how well the “Hello Sunshine” curriculum project promotes children’s development over 10 weeks. The trial will be conducted from September 2021 to November 2021 in 12 classes from 3 kindergartens with a total of 249 children aged 4 to 6 years in Haikou, China. Pre- and posttest analyses will include tests on participants’ physical fitness, FMS, cognitive self-regulation, and emotional competence. Participants’ background information will be collected through questionnaires answered by parents and teachers. The intervention will focus on game-based basic ball skills. Findings: If this intervention provides evidence that these skills improve children’s multidimensional development, it will support the promotion of similar programs in China. We will also outline the social-ecological factors affecting the intervention’s results, providing further information for improving pedagogical methods related to preschool ball skills.

scholarly journals Assessment of Language and Literacy in Children Who Are d/Deaf and Hard of Hearing

2019 ◽  
Vol 9 (3) ◽  
pp. 223 ◽  
Author(s):  
Lianna Pizzo ◽  
Amanda Chilvers
Keyword(s):  
Hard Of Hearing ◽  
Language And Literacy ◽  
Theoretical Orientations ◽  
Factors Affecting ◽  
Research And Practice ◽  
Practical Applications ◽  
Children’S Participation ◽  
Children's Participation ◽  
The Relationship

This article presents theoretical orientations and practical applications for the assessment of d/Deaf and hard of hearing (d/Dhh) children. It discusses current approaches to assessment and the factors affecting d/Dhh children’s participation in assessments using those approaches. Gaps in the field around access to appropriate assessments are discussed. This review also shares information on the relationship between the purpose of the assessment and the approach selected. Basic considerations for both d/Deaf and hard of hearing multilingual learners (d/DMLs) and d/Dhh children with additional disabilities will be addressed. Finally, general recommendations are made for research and practice.

scholarly journals Factors Affecting Early Services for Children Who Are Hard of Hearing

2016 ◽  
Vol 47 (1) ◽  
pp. 16-30 ◽  
Author(s):  
Melody Harrison ◽  
Thomas A. Page ◽  
Jacob Oleson ◽  
Meredith Spratford ◽  
Lauren Unflat Berry ◽  
...  
Keyword(s):  
Family Involvement ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Comfort Level ◽  
Online Questionnaire ◽  
Factors Affecting ◽  
Telephone Interviews ◽  
Modest Contribution ◽  
Home Based ◽  
Relationship Of

PurposeTo describe factors affecting early intervention (EI) for children who are hard of hearing, we analyzed (a) service setting(s) and the relationship of setting to families' frequency of participation, and (b) provider preparation, caseload composition, and experience in relation to comfort with skills that support spoken language for children who are deaf and hard of hearing (CDHH).MethodParticipants included 122 EI professionals who completed an online questionnaire annually and 131 parents who participated in annual telephone interviews.ResultsMost families received EI in the home. Family participation in this setting was significantly higher than in services provided elsewhere. EI professionals were primarily teachers of CDHH or speech-language pathologists. Caseload composition was correlated moderately to strongly with most provider comfort levels. Level of preparation to support spoken language weakly to moderately correlated with provider comfort with 18 specific skills.ConclusionsResults suggest family involvement is highest when EI is home-based, which supports the need for EI in the home whenever possible. Access to hands-on experience with this population, reflected in a high percentage of CDHH on providers' current caseloads, contributed to professional comfort. Specialized preparation made a modest contribution to comfort level.

Infant and caregiving factors affecting weight-for-age and motor development of full-term and premature infants at 1 year post-term

2002 ◽  
Vol 25 (5) ◽  
pp. 394-410 ◽  
Author(s):  
Karen F. Pridham ◽  
Roger Brown ◽  
Roseanne Clark ◽  
Sherie Sondel ◽  
Christopher Green
Keyword(s):  
Premature Infants ◽  
Motor Development ◽  
Full Term ◽  
Factors Affecting ◽  
Weight For Age

scholarly journals Factors affecting infant toy preferences: Age, gender, experience, motor development, and parental attitude

Infancy ◽  
2020 ◽  
Vol 25 (5) ◽  
pp. 593-617
Author(s):  
Liquan Liu ◽  
Paola Escudero ◽  
Christina Quattropani ◽  
Rachel A. Robbins
Keyword(s):  
Motor Development ◽  
Parental Attitude ◽  
Factors Affecting ◽  
Toy Preferences

scholarly journals Socio-Economic Differences in the Development of Six-Year-Old Children in Rural Areas of East Poland

2020 ◽  
Vol 13 (6) ◽  
pp. 2055-2067
Author(s):  
Andrzej Jopkiewicz ◽  
Stanisław Bogdan Nowak ◽  
Agata Maria Jopkiewicz ◽  
Magdalena Lelonek
Keyword(s):  
Motor Development ◽  
Rural Areas ◽  
Economic Status ◽  
Rural Settlements ◽  
Factors Affecting ◽  
Number Of Children ◽  
Socio Economic Status ◽  
Psychosocial Consequences ◽  
Wide Range ◽  
Negative Factors

Abstract The aim of this study is to evaluate socio-economic differences in physical, cognitive, and motor development among six-year-old children living in rural areas. The study encompassed 228 children, including 118 girls and 110 boys living in different rural settlements in the Świętokrzyskie Province in Poland, who were selected through a combination of nonprobability and random sampling. The study was carried out from April to June 2014. A questionnaire was used to collect information from the parents of the children concerning the parents’ education, number of children in the family, and the number of persons per room. Based on the concept of socio-economic status (SES), three levels of quality of life conditions of each family, i.e., high, average, and low, were distinguished. The study noted considerable differences in BMI, and especially the cognitive development of the children with respect to the socio-economic status of their family. It was observed that children from rural areas who live in bad socio-economic conditions are exposed to a wide range of negative factors affecting their health, which leads to lower educational results and negative long-term biological and psychosocial consequences. The chance for more rapid alignment of development deficits for those children would have been their earlier cover of school duty.

scholarly journals Motor development: from dynamical system approach to a neo-developmental application

2021 ◽  
Vol 15 (5) ◽  
pp. 321-332
Author(s):  
José A. Barela
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
System Approach ◽  
Task Demands ◽  
Developmental Changes ◽  
Systematic Change ◽  
Many Body ◽  
Factors Affecting ◽  
Perception Action ◽  
Selection Of

The aim of this study was to present a dynamical view of motor development and a few factors affecting the developmental course and rate of motor changes. The acquisition of motor skills involves one’s exploration of many body segmental configurations, followed by the selection of those that are most useful to achieve the task demands. Exploration and selection are attained through searching and the evolution and dissolution of the stable dynamical regions of coordination modes for a given task. Development then involves an interaction between the learner and environment, dissolving relatively successful dynamics in search of even more rewarding dynamics for the new task, based upon repetitive perception-action cycles. Developmental changes can occur naturally, but can also be deterministically influenced by, for example, teachers enhancing the probability of systematic change in performance over time. This influence can be through the planned introduction of interventions and providing information that drives the learner to transition to stable modes of performance and search for new body configuration dynamics required for the new task. Teachers play an important role in guiding learners through this complex developmental journey.

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