La mayor parte de las nociones abstractas son aprendidas en la primera infancia gracias al movimiento. Las nociones espaciales topológicas (dentro, fuera, arriba, abajo…), más tarde las proyectivas ...(encima de, debajo de, delante de, detrás de…) y las euclidianas (de tamaño -grande, pequeño- y de medida -alto, largo, ancho-) se aprenden por comparación o por experimentación, y las criaturas las asimilan cuando la persona adulta las verbaliza y le pone nombre a eso que acaban de descubrir. Son nociones que se construyen con el cuerpo en referencia a un espacio y a unos objetos que acaban convirtiendo al espacio en el cuarto educador (Malaguzzi & Hoyuelos, 2011). Así mismo, a través del cuerpo, el gesto y la actitud corporal, también se aprenden los primeros rudimentos de las relaciones sociales a través del juego simbólico, en ese “jugar a como sí…” (Aucouturier, 2018). La propuesta que se presenta en este artículo tiene que ver con la construcción de una herramienta de observación para indagar cómo se muestra el desarrollo motor en la primera infancia cuando se sumergen en una instalación de arte pensada para provocar la experimentación, entre otros contenidos y capacidades. El proyecto se desarrolla en las Escuelas municipales Infantiles de Vitoria-Gasteiz con la colaboración de la Compañía de Teatro Paraíso y de la Universidad del País Vasco (UPV/EHU). En los resultados se muestran la evolución que sufre este instrumento para la observación fruto de un proceso de reflexión entre diferentes agentes.
Abstract: Most of the abstract notions are learned in early childhood thanks to movement. Topological spatial notions (inside, outside, above, below...), later projective notions (above, below, in front of, behind...) and Euclidean notions (size -big, small- and measurement -high, long, wide-) are learned by comparison or experimentation, and children assimilate them when the adult expresses them and gives a name to what they have just discovered. They are notions that are constructed with the body in reference to a space and some objects that end up turning the space into the fourth educator (Malaguzzi & Hoyuelos, 2011). Likewise, through the body, gesture and body attitude, the first rudiments of social relations are also learned through symbolic play, "playing as if..." (Aucouturier, 2018). This article presents the construction of an observation tool to investigate how motor development is shown in early childhood when children are immersed in an installation art designed to provoke experimentation, among other contents and capabilities. The project is being developed in the Municipal Early Childhood Schools of Vitoria-Gasteiz with the collaboration of the Paraíso Theater Company and the University of the Basque Country (UPV/EHU). The results show the evolution of this observation tool as a result of a process of reflection among different agents.
•Cortical activity modulates motor behavior from early fetal age onwards.•At early age motor behavior is characterized by variation and limited adaptation.•A major transformation in motor development ...occurs at 3–4 months post-term.•Transformation coincides with subplate dissolution in sensory and motor cortices.•After 3–4 months post-term, movement variation starts to serve adaptation.
This review summarizes early human motor development. From early fetal age motor behavior is based on spontaneous neural activity: activity of networks in the brainstem and spinal cord that is modulated by supraspinal activity. The supraspinal activity, first primarily brought about by the cortical subplate, later by the cortical plate, induces movement variation. Initially, movement variation especially serves exploration; its associated afferent information is primarily used to sculpt the developing nervous system, and less to adapt motor behavior. In the next phase, beginning at function-specific ages, movement variation starts to serve adaptation. In sucking and swallowing, this phase emerges shortly before term age. In speech, gross and fine motor development, it emerges from 3 to 4 months post-term onwards, i.e., when developmental focus in the primary sensory and motor cortices has shifted to the permanent cortical circuitries. With increasing age and increasing trial-and-error exploration, the infant improves its ability to use adaptive and efficicient forms of upright gross motor behavior, manual activities and vocalizations belonging to the native language.
The first year of life is punctuated by explosions of growth in motor and language abilities. This is not a coincidence. The notion of developmental cascades provides a conceptual framework for ...considering ways in which advances in one component of a developing system can exert far-reaching and lasting change in other domains. In this article, I review evidence for the cascading effects of early motor advances on the developing communication and language system and describe how differences in the timing of these advances may have consequences for these effects.
Introducción: La psicomotricidad ha tomado un papel relevante en el ámbito educativo, pues el desarrollo motor está estrechamente relacionado con el aprendizaje (Berruezo y Adelantado, 2000). Una ...buena interiorización del esquema corporal permitirá una adecuada construcción de hitos posteriores del desarrollo y la mejora de un equilibrio emocional y personal (Cremades, 2015). Este estudio pretende demostrar que la metodología de Psicomotricidad Vivenciada de Bernard Aucouturier (2004), permite una mejora del retraso madurativo motor en niños de 4 años. MÉTODO: se realizó una intervención cuasi experimental con una fase de pretest, fase de intervención y fase postest con un grupo de 18 niños de 4 años de edad. Para ello, se utilizaron varios instrumentos de carácter cualitativo y cuantitativo: pre-evaluación cualitativa (Hernández, 2015), Escala de Evaluación de la Psicomotricidad en Preescolar (De la Cruz y Mazaira, 1998) (cuantitativa) y cuaderno de campo (cualitativo), utilizado por los investigadores. RESULTADOS: el modelo de Psicomotricidad Vivenciada procura una mejora significativa del desarrollo motor en la muestra analizada, sobre todo, en el equilibrio, la coordinación de brazos y piernas y el esquema corporal (en sí mismos y respecto a los demás). DISCUSIÓN: las mejoras obtenidas en el desarrollo motor convergen con las mejoras afectivas y actitudinales que hemos observado de manera individual en los niños, favoreciendo e impregnando al resto del grupo.
Palabras clave: educación infantil, prevención, psicomotricidad, psicomotricidad vivenciada, retraso.
Abstract. Introduction: Psychomotricity has taken on an important role in the educational field, since motor development is closely related to learning (Berruezo & Adelantado, 2000). A good internalization corporal scheme will allow an adequate construction of later development milestones and the improvement of an emotional and personal balance (Cremades, 2015). This study aims to demonstrate that Bernard Aucouturier's (2004) Psychomotor Practice methodology allows an improvement in motor development backwardness in 4-year-old children. METHOD: A quasi-experimental intervention was carried out with a pre-test phase, an intervention phase and a post-test phase with a group of 18 children of 4-year-old. For this, qualitative and quantitative instruments were used: qualitative pre-assessment (Hernández, 2015), Preschool Psychomotricity Assessment Scale (De la Cruz & Mazaira, 1998) (quantitative) and field notebook (qualitative), used by researchers. RESULTS: the Experienced Psychomotricity model seeks a significant improvement in motor development in the analyzed sample, especially in balance, arm and leg coordination, and body schema (in themselves and with respect to others). DISCUSSION: the improvements obtained in motor development converge with the affective and attitudinal improvements that we have observed individually in children, favoring and impregnating the rest of the group.
Keywords: pre-school education, prevention, psychomotor activity, practice psychomotor; backwardness.
•Motor and executive function skills are positively associated in early childhood.•Motor development is a naturalistic form of goal-directed activity.•Motor learning activities may support executive ...function skills in early childhood.•Increased physical activity does not support executive function skills in early childhood.
Because of executive function (EF) skills’ importance for social, emotional, and academic success, there is strong interest in supporting their development in early childhood. Efforts to increase the duration and/or intensity of children’s physical activity have been proposed as one promising approach. However, this proposal has been a source of debate, and too few studies have been conducted with young children to support recommendations in early childhood. Here, we provide a critical review of relevant studies. A recurring idea is that children’s fine and gross motor development represents a sequence of goal-directed activities that serve to engage and practice their EF skills. The development of children’s motor skills appears more strongly associated with EF skill development in early childhood than the frequency, duration, or intensity of their physical activity. We integrate these ideas into the larger literature and consider implications for research and practice.
Evidence regarding child iodine intake and neurodevelopment is scarce.
We aimed to assess the impact of child iodine intake at 4 years of age on cognitive and motor development at 4 and 6 years among ...304 children from the Rhea cohort on Crete, Greece. Child iodine intake was assessed via urinary iodine concentrations (UIC) measured using Inductively Coupled Plasma Mass Spectrometry (ICP-MS) and adjusted for specific gravity. Child cognitive and motor development was assessed using the McCarthy Scales of Children's Abilities (MSCA) at 4 years of age and Raven’s Coloured Progressive Matrices (RCPM), Finger Tapping Test (FTT), and Trail Making Test (TMT) at 6 years. Associations were explored using multivariable-adjusted linear regression analyses with UIC categorized according to WHO criteria insufficient intake <100 µg/L, adequate 100–299 µg/L (reference group), excessive ≥300 µg/L.
The children’s median UIC was 249 µg/L (25–75th percentile: 181–344 μg/L). Children with UIC <100 μg/L had lower scores in the motor scale at 4 years (MSCA-motor scale: B=-10.3; 95 %CI −19.9, −0.6; n=10) and in intelligence at 6 years (RCPM-total score: B=-3.6, 95 %CI −6.8, −0.5; n=9) than children in the reference group. No associations were found with the general cognitive scale at 4 years or with TMT and FTT scales at 6 years. Children with UIC ≥300 μg/L had lower cognitive scores both at 4 (MSCA; B= −3.5; 95 %CI −6.9, −0.1; n =101) and 6 years of age (RCPM-total score; B= −1.2; 95 %CI −2.3, −0.0; n =98) than children in the reference group. No associations were observed with the motor scale at 4 years or with TMT and FTT scales at 6 years.
Our findings indicate that both low and excessive iodine intake at preschool age may adversely affect child cognitive abilities. Additionally, low iodine intake may also impact motor abilities.
•Low iodine intake is linked to reduced motor scores in preschool age.•Low iodine intake is associated with decreased intelligence at 6 years.•Excessive iodine intake is associated with lower cognitive scores at 4 and 6 years.
The issue of obesity in childhood will be associated with deficits in rudimentary, basic, and specialized skills, as well as a drop in physical literacy. This problem can be the beginning of delay in ...other motor skills in later ages, so that it strengthens the negative cycle of obesity-inactivity-poor motor development, which reciprocally causes obesity to decrease in motor development and decrease in motor development causes obesity. Regardless of the physical effects, obesity and poor motor development cause the decline of psychological functions of obese children such as self-confidence and self-esteem. The issue that is the basis of the trainers' action for the diagnosis of obesity is the the body mass index, which cannot seem logical due to the importance of body composition. Therefore, it is essential that teachers and trainers do not have classifications based on the child's weight and body mass index calculation, because the state of muscles, body water and fat percentage are important in calculating this overall weight value. In response to the main question why the body mass index as an accepted measure of obesity cannot predict the motor development of obese children, it can be stated that absolute body weight index is a combination of muscles, fat percentage, body water and skeletal system. For instance, a child who has a body mass index between 20 and 25 has a good physical condition according to diagnostic criteria, but there are cases where the same body mass index can be misleading and the child is obese. For example, a child has sarcopenic obesity and has lost part of his muscles and replaced it with fat, so when we want to check the condition of children's obesity, the best ideal is to check their body composition in order to have a more accurate measure for predicting the motor development process of children.
To determine prospectively gross and fine motor development of children <2 years of age, who undergo LTX.
In this prospective study, children aged <2 years who undergo LTX were tested using the motor ...scale of the Bayley Scales of infant and toddler development, 3rd edition Dutch version. Testing was done during screening pre‐ and post‐LTX: at the time of hospital discharge (2‐6 weeks), at 3 months, 6 months, and 1 year. Z‐scores were calculated.
Twenty‐nine children participated in this study, 14 boys, median age 6 months, at screening for LTX. Gross motor skills were delayed pre‐LTX (Z‐score −1.3). Fine motor skills were normal (Z‐score 0.3). Immediately post‐LTX, both skills reduced, and at 1 year post‐LTX, gross motor skills Z‐score was −1.0 and fine motor skills Z‐score 0.0.
Both gross and fine motor skills Z‐scores decline post‐LTX and tend to recover after 1 year, gross motor skills to low normal and fine motor skills to normal levels. Monitoring of gross motor development and attention on stimulating gross motor development post‐LTX remains important, to enable participation in physical activity and sport for health benefits later in life.
Lower physical activity (PA) has been observed in females compared to males among preschool-aged and older children. However, the timing of when the sex gap emerges is unclear. The purpose of this ...study was to investigate whether females have lower PA levels than males in the early toddler age and to explore whether gross motor competency and PA parenting practices might explain a sex difference in PA.BACKGROUNDLower physical activity (PA) has been observed in females compared to males among preschool-aged and older children. However, the timing of when the sex gap emerges is unclear. The purpose of this study was to investigate whether females have lower PA levels than males in the early toddler age and to explore whether gross motor competency and PA parenting practices might explain a sex difference in PA.The study design was cross-sectional. Participants were a community-based sample of 137 children aged 10-16 months residing in US Midwest urban/suburban area. Participants' mothers completed a survey that contained a demographic questionnaire, the Ages and Stages Questionnaire gross motor competency subscale, and a PA parenting practices questionnaire. Participating children wore an ActiGraph accelerometer on their hip for 7 days. Accelerometer-measured time spent in moderate- and vigorous intensity PA (MVPA; minutes/day) and in total PA (minutes/day) were calculated. Multivariable linear regression analysis was conducted to predict MVPA and total PA by sex, gross motor competency, PA parenting practices, and socioeconomic status.METHODSThe study design was cross-sectional. Participants were a community-based sample of 137 children aged 10-16 months residing in US Midwest urban/suburban area. Participants' mothers completed a survey that contained a demographic questionnaire, the Ages and Stages Questionnaire gross motor competency subscale, and a PA parenting practices questionnaire. Participating children wore an ActiGraph accelerometer on their hip for 7 days. Accelerometer-measured time spent in moderate- and vigorous intensity PA (MVPA; minutes/day) and in total PA (minutes/day) were calculated. Multivariable linear regression analysis was conducted to predict MVPA and total PA by sex, gross motor competency, PA parenting practices, and socioeconomic status.Among 137 participants (54.0% female), average age was 13.6 months (SD = 1.7). MVPA was 72 ± 25 and 79 ± 26 min/day for females and males, respectively (p = 0.14). Total PA was 221 ± 48 and 238 ± 47 min/day for females and males, respectively (p = 0.04). Both gross motor competency and PA-encouraging parenting practices were positively associated MVPA (p = 0.01 and p = 0.02, respectively) and total PA (p = 0.02 and p = 0.01, respectively); however, these relationships did not differ by sex (p = 0.11 and p = 0.89, respectively). After accounting for gross motor competency and PA parenting practices, total PA was 15 min/day lower among females than males (p = 0.04).RESULTSAmong 137 participants (54.0% female), average age was 13.6 months (SD = 1.7). MVPA was 72 ± 25 and 79 ± 26 min/day for females and males, respectively (p = 0.14). Total PA was 221 ± 48 and 238 ± 47 min/day for females and males, respectively (p = 0.04). Both gross motor competency and PA-encouraging parenting practices were positively associated MVPA (p = 0.01 and p = 0.02, respectively) and total PA (p = 0.02 and p = 0.01, respectively); however, these relationships did not differ by sex (p = 0.11 and p = 0.89, respectively). After accounting for gross motor competency and PA parenting practices, total PA was 15 min/day lower among females than males (p = 0.04).This cross-sectional study of US children observed a sex gap in total PA at 10-16 months of age. Gross motor development and PA parenting practices did not differ by child sex nor explain the sex difference in PA. A longitudinal investigation should follow to further narrow down when sex differences in PA emerge and to determine the factors that lead to this difference.CONCLUSIONSThis cross-sectional study of US children observed a sex gap in total PA at 10-16 months of age. Gross motor development and PA parenting practices did not differ by child sex nor explain the sex difference in PA. A longitudinal investigation should follow to further narrow down when sex differences in PA emerge and to determine the factors that lead to this difference.
La noción de competencia acuática en la infancia es un enfoque de análisis emergente que demanda de mayor apoyo científico. El presente estudio se enmarca en el ámbito del desarrollo motor y tiene ...impacto en el área del aprendizaje. Mediante una aproximación cualitativa, descriptiva e intrasujeto; el estudio observa cuatro díadas bebés-adulto (n = 4) durante un programa cuatrimestral de natación para bebés. Para ello se diseña un sistema ad-hoc de categorías de observación del comportamiento motor acuático del bebé y la actividad conjunta de la díada. El sistema de categorías se diseña sin habilidades apriorísticas a observar y de acuerdo con niveles crecientes de dificultad a través de dimensiones: respiración y equilibrio. Los resultados indican que es posible observar la evolución de la competencia y describir su naturaleza social sin observar habilidades. La aproximación del estudio sugiere posibilidades emergentes de análisis de los procesos de aprendizaje y desarrollo motor.
Abstract. The water competence in childhood is an emerging study approach that demands further scientific support. This work is framed in the field of motor development and has an impact on the study of learning. Through a qualitative, descriptive and intrasubject approach; the present study looks at four infant-adult dyads (n = 4) during a four-month baby-swimming program. Thus, an ad-hoc system of categories, built for observing the baby's water motor behaviour and the joint activity of the dyad, is used. The category system is designed without deductive skills to observe and, instead, is based on increasing levels of difficulty of aquatic motor behaviour in two dimensions: breathing and balance. Results indicate that it is possible to observe the evolution of the competence and describe it in its social nature without the observation of skills. The study suggests emerging approaches to analyse motor learning and development in other motor learning environments.
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