Short report: Improving motor competence skills in early childhood has corollary benefits for executive function and numeracy skills

2020 ◽  
Author(s):  
Kesha N. Hudson ◽  
Haley M. Ballou ◽  
Michael T. Willoughby
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Short Report ◽  
Motor Competence ◽  
Numeracy Skills

scholarly journals The Multiple Benefits of Motor Competence Skills in Early Childhood

2021 ◽  
Author(s):  
Kesha N. Hudson ◽  
Michael T. Willoughby
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
School Readiness ◽  
Motor Skills ◽  
Classroom Practices ◽  
Multidimensional Approach ◽  
Motor Competence ◽  
Numeracy Skills ◽  
Motor Activities ◽  
Academic Year

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.

scholarly journals Early childhood education and care ( ECEC ) during COVID ‐19 boosts growth in language and executive function

2021 ◽  
Author(s):  
Catherine Davies ◽  
Alexandra Hendry ◽  
Shannon P. Gibson ◽  
Teodora Gliga ◽  
Michelle McGillion ◽  
...  
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Education And Care

Evaluating the Factor Structure and Criterion Validity of the Canadian Little DCDQ: Associations Between Motor Competence, Executive Functions, Early Numeracy Skills, and ADHD in Early Childhood

Assessment ◽  
2021 ◽  
pp. 107319112110039
Author(s):  
Kesha N. Hudson ◽  
Michael T. Willoughby
Keyword(s):  
At Risk ◽  
Factor Structure ◽  
Developmental Coordination Disorder ◽  
The United States ◽  
Parent Report ◽  
Criterion Validity ◽  
Early Numeracy ◽  
Motor Competence ◽  
Numeracy Skills ◽  
Coordination Disorder

The Canadian Little Developmental Coordination Disorder Questionnaire (Little DCDQ-CA) is a parent-report screening instrument that identifies 3- to 4-year-old children who may be at risk for Developmental Coordination Disorder (DCD). We tested the factor structure and criterion validity of the Little DCDQ-CA in a sample of preschool-aged children in the United States ( N = 233). Factor analysis indicated that the DCDQ-CA was best represented by one factor. Using cutoff scores that were proposed by the developer, 45% of the sample was identified as at-risk for DCD. Although a much larger percentage of children was identified as at-risk than would be expected based on the prevalence of formal DCD diagnoses in the population, the Little DCDQ-CA demonstrated good criterion validity. Specifically, compared with their peers, children who exceeded the at-risk criterion demonstrated worse motor competence, executive functioning skills, and early numeracy skills and were rated as having greater ADHD behaviors by their teachers, all consistent with expectations for children who are at risk for DCD. Results are discussed as they relate to future use of the Little DCDQ-CA.

scholarly journals Developmental Delays in Executive Function from 3 to 5 Years of Age Predict Kindergarten Academic Readiness

2016 ◽  
Vol 50 (4) ◽  
pp. 359-372 ◽  
Author(s):  
Michael T. Willoughby ◽  
Brooke Magnus ◽  
Lynne Vernon-Feagans ◽  
Clancy B. Blair ◽  
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Repeated Measures ◽  
Receptive Vocabulary ◽  
Academic Readiness ◽  
Odds Ratios ◽  
Life Project ◽  
Growth Mixture ◽  
Academic Impairment ◽  
Using Data

Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children’s academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced risk for academic impairment in kindergarten. Using data that were collected at the age 3, 4, and 5 home assessments in the Family Life Project ( N = 1,120), growth mixture models were used to identify 9% of children who exhibited impaired EF performance (i.e., persistently low levels of EF that did not show expected improvements across time). Compared to children who exhibited typical trajectories of EF, the delayed group exhibited substantial impairments in multiple indicators of academic readiness in kindergarten (Cohen’s ds = 0.9–2.7; odds ratios = 9.8–23.8). Although reduced in magnitude following control for a range of socioeconomic and cognitive (general intelligence screener, receptive vocabulary) covariates, moderate-sized group differences remained (Cohen’s ds = 0.2–2.4; odds ratios = 3.9–5.4). Results are discussed with respect to the use of repeated measures of EF as a method of early identification, as well as the resulting translational implications of doing so.

scholarly journals Supporting Executive Function Skills in Early Childhood: Using a Peer Buddy Approach for Community, Confidence, and Citizenship

2016 ◽  
Vol 3 (1) ◽  
pp. 158 ◽  
Author(s):  
Kathleen I. Harris
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Academic Success ◽  
Young Children ◽  
Social Interactions ◽  
Community Building ◽  
Classroom Community ◽  
Problem Solving Skills ◽  
Cognitive Decision ◽  
Positive Social Skills

<p>This article provides a descriptive overview of a peer buddy program designed to develop and support young children’s executive functioning in early childhood classrooms. The author defines and categorizes executive function skills and analyzes their development in early childhood and benefits in the continued academic success of young children. The steps in creating a peer buddy program are explained, and a framework is provided for teachers to help the entire class develop effective executive function skills while facilitating positive social skills for classroom community building and citizenship. By supporting young children in their efforts to develop stronger executive function skills, teachers build resilience and help them discover their strengths for facilitating social interactions, problem-solving skills, and confidence in cognitive decision making to be successful citizens at home and in school.</p>

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