Physical development is an important outcome in early childhood education for a number of reasons ( Pica, 2006 ; Sanders, 2002 ). For example, in addition to the direct benefits of increased gross motor and fine motor skills, physical development among preschool-age children (3–5 years old) has
Paul M. Wright, Lauriece L. Zittel, Tawanda Gipson and Crystal Williams
Sandra Silva-Santos, Amanda Santos, Michael Duncan, Susana Vale and Jorge Mota
feet, and locomotor skills, such as walking and hopping to describe goal-directed human movement ( Barnett, Salmon, & Hesketh, 2016 ; Sanchez et al., 2017 ), that are ideally learned during preschool and early school years ( Barnett, Salmon, et al., 2016 ) and which are associated with the practice of
Kara K. Palmer, Danielle Harkavy, Sarah M. Rock and Leah E. Robinson
-autonomy environments with object control and locomotor skills are an effective approach for teaching FMS to both boys and girls in preschool. Contrary to our hypothesis, there were no significant sex differences between the pretest and posttest scores in object control skills. This result was unexpected and did not
Ali Brian, Sally Taunton, Chelsee Shortt, Adam Pennell and Ryan Sacko
socioeconomic preschool setting (e.g., Head Start) is needed to provide targeted, ecologically valid, intervention strategies. Moreover, further examination of the role of disability and underlying mechanisms for PA in all young children is needed. The purpose of this study was to examine differences in MC, PMC
Ali Brian, Farid Bardid, Lisa M. Barnett, Frederik J.A. Deconinck, Matthieu Lenoir and Jacqueline D. Goodway
research. A convenience sample of 326 preschoolers (170 Belgian and 156 US children) aged 4–5 years participated in the study. Data-collection took place between September 2013 and December 2013. Parents or legal guardians provided written informed consent for each participant. The University Ethics
Magdalena Żegleń, Łukasz Kryst, Małgorzata Kowal and Agnieszka Woronkowicz
be a few reasons for the lack of such literature. First, younger children are usually characterized by greater variability of motor skill performance and shorter attention span, compared with their older counterparts. In addition, it can be quite difficult to properly engage a preschooler and
Paulo Felipe Ribeiro Bandeira, Michael Duncan, Maria Luiza Pessoa, Ívina Soares, Larissa da Silva, Jorge Mota and Clarice Martins
space is required for its assessment. These requirements often make it logistically more difficult to administer in childcare and school settings, with recent research suggesting the TGMD-2 may not be the most feasible choice in the context of preschool settings and preschool staff ( Tamplain, Webster
Jason A. Mendoza, Jessica McLeod, Tzu-An Chen, Theresa A. Nicklas and Tom Baranowski
Childhood obesity is at record high levels in the US and disproportionately affects Latino children; however, studies examining Latino preschool children’s obesity-related risk factors are sparse. This study determined correlates of Latino preschoolers’ (ages 3–5 years) adiposity to inform future obesity interventions and policies.
Latino preschoolers (n = 96) from 4 Head Start centers in Houston, Texas were recruited. Parents reported acculturation and neighborhood safety. Children’s and parents’ height and weight were measured. Children’s television (TV) viewing was measured by TV diaries and physical activity by accelerometers. Linear regression was used with body mass index (BMI) z-score as the dependent variable and covariates sequentially added and retained in 4 blocks: 1) child age, gender, parent education, and BMI; 2) neighborhood safety and parent and child acculturation; 3) TV viewing; and 4) moderate-to-vigorous physical activity (MVPA).
In the final model (n = 96), only neighborhood disorder (β = 0.30, P = .005) and MVPA (β = –0.21, P = .049) were significantly associated with BMI z-score.
Among Latino preschoolers, higher neighborhood disorder and lower MVPA were associated with greater children’s BMI z-scores.
Jo E. Cowden and Carol C. Torrey
The purpose of this study was to investigate performance of developmentally delayed preschoolers on intramodal and intermodal matching tasks in the visual and haptic modalities. The performance of these preschoolers was compared with the learning profile of handicapped children. Further analysis determined the relationship between performance on intra- and intermodal matching tasks and scores on visual motor integration and cognitive matching. Eighteen developmentally delayed preschoolers from ages 3.4 years to 5.11 were involved in four matching conditions: visual-visual, haptic-haptic (intramodal), visual-haptic, and haptic-visual (intermodal). Results of this study indicated that accuracy in all modalities increased as chronological age increased. The learning profile of developmentally delayed preschoolers differed from that of nonhandicapped children: the delayed children scored highest on the haptic-visual task, with the visual-haptic and visual-visual scores only slightly lower, but the haptic-haptic scores markedly lower. No meaningful relationship was apparent between performance in the four modalities and cognitive matching and visual motor integration.
Christina Duff, Johann Issartel, Wesley O’ Brien and Sarahjane Belton
al., 2017 ), and South Africa ( Laureus Sport for Good Foundation, 2018 ) have now published 24-hour movement guidelines from birth to age 4 or 5, recommending the optimal balance of PA, SB, and sleep for infants, toddlers, and preschool children. These guidelines all recommend at least 180 minutes of PA