FAQ
logotyp Uniwersytetu Jagiellońskiego

Aiming-Catching Skills, Manual Dexterity and Spatial Reasoning in Preschool Children: A Moderated Meditation Model

Data publikacji: 2023

Psychologia Rozwojowa, 2022, Tom 27, Numer 4, s. 57 - 69

https://doi.org/10.4467/20843879PR.22.024.18083

Autorzy

,
Karolina Dworska
https://orcid.org/0000-0001-5722-6113 Orcid
Wszystkie publikacje autora →
Jakub Romaneczko
Instytut Psychologii, Katolicki Uniwersytet Lubelski Jana Pawła II, Lublin
https://orcid.org/0000-0002-1895-2793 Orcid
Wszystkie publikacje autora →

Tytuły

Aiming-Catching Skills, Manual Dexterity and Spatial Reasoning in Preschool Children: A Moderated Meditation Model

Abstrakt

In the early years of life, motor skills contribute to the formation of cognitive skills. The aim o the present study (conducted in June 2021) was to determine mutual relationships between motor variables: aiming-catching as well as manual dexterity, and the cognitive variable of spatial reasoning. It was assumed that manual dexterity played a mediating role in the relationship between agility skills and spatial reasoning. A second aim of study was to test the assumption that age played a moderating role in the relationship between manual dexterity and spatial reasoning. The participants were Polish preschool children (N = 83), including 42 boys (100% white race of children from Eastern Poland). The results indicated that manual dexterity mediated the relationship between aiming-catching skills and spatial reasoning. Age as an important moderator of the relationship between manual dexterity and spatial reasoning.

Bibliografia

Baltes P.B., Reese H.W. (1984), The life-span perspective in developmental psychology. W: M.H. Bornstein, M.E. Lamb (red.), Developmental Psychology. An Advanced Textbook. Hillsdale, New Jersey: Routledge.

Davis E.E., Pitchford N.J., Limback E. (2011), The interrelation between cognitive and motor development in typically developing children aged 4–11 years is underpinned by visual processing and fine manual control. British Journal of Psychology 102(3), 569–584, https://doi.org/10.1111/j.2044-8295.2011.02018.x.

Delaney C., Eck K., Byrd-Bredbenner C. (2019), Child Physical Activity Propensity and Parent Physical Activity Cognitions Behaviors and the Home Environment. Current Developments in Nutrition, 3(1), 1403, https://doi.org/10.1093/cdn/nzz050.P16-011-19.

Denisiuk L., Pilicz S., Sadowska J. (1968), O sprawności fizycznej młodzieży zasadniczych szkół zawodowych. Wrocław: Państwowe Wydawnictwa Szkolnictwa Zawodowego.

Diamond A. (2000), Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Development, 71(1), 44–56, https://doi.org/10.1111/1467-8624.00117.

Diamond A. (2007), Interrelated and interdependent. Developmental Science, 10(1), 152–158, https://doi.org/10.1111/j.1467-7687.2007.00578.x.

Dimitri P., Joshi K., Jones N. (2020), Moving more: physical activity and its positive effects on long term conditions in children and young people. Archives of Disease in Childhood, 105(11), 1035–1040.

Đorđić V., Tubić T., Jakšić D. (2016), The relationship between physical, motor, and intellectual development of preschool children. Procedia – Social and Behavioral Sciences, 233, 3–7.

Dyck M.J., Piek J.P., Kane R., Patrick J. (2009), How uniform is the structure of ability across childhood? European Journal of Developmental Psychology, 6(4), 432–454, https://doi.org/10.1080/17405620701439820.

El-Hady S.S.A., El-Azim F.H.A., El-Talawy H.A.E.A.M. (2018), Correlation between cognitive function, gross motor skills and health-related quality of life in children with Down syndrome. Egyptian Journal of Medical Human Genetics, 19(2), 97–101.

Fecenec D., Jaworowska A., Matczak A. (2015), Skale Inteligencji i Rozwoju dla Dzieci w Wieku Przedszkolnym: Podręcznik. Warszawa: Pracownia Testów Psychologicznych.

Fels van der I.M.J., Wierike S.C.M., Hartman E., Elferink-Gemser M.T., Smith J., Visscher C. (2015), The relationship between motor skills and cognitive skills in 4–16 year old typically developing children: A systematic review. Journal of Science and Medicine in Sport, 18(6), 697–703, https://doi.org/10.1016/j.jsams.2014.09.007.

Fugiel J., Czajka K., Posłuszny P., Sławińska T. (2017). Motoryczność człowieka. Podstawowe zagadnienia z antropomotoryki. Wrocław: MedPharm.

Graf G.H.-J., Biroli P., Belsky D.W. (2021), Critical Periods in Child Development and the Transition to Adulthood. JAMA Network Open, 4(1), e2033359, https://doi.org/10.1001/jamanetworkopen.2020.33359.

Harsha D.W., Berenson G.S. (1995), The benefits of physical activity in childhood. The American Journal of the Medical Sciences, 310, S109–S113.

Harwas-Napierała B., Trempała J. (2004). Psychologia rozwoju człowieka. Charakterystyka okresów życia człowieka. Warszawa: Wydawnictwo Naukowe PWN.

Hayes A.F. (2018). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach (2nd ed.). New York: Guilford Press.

Henderson E., Sugden A., Barnett L. (2007), Movement Assessment Battery for Children – 2. London: Pearson Education.

Higashionna T., Iwanaga R., Tokunaga A., Nakai A., Tanaka K., Nakane H., Tanaka G. (2017), Relationship between motor coordination, cognitive abilities, and academic achievement in Japanese children with neurodevelopmental disorders. Hong Kong. Journal of Occupational Therapy, 30(1), 49–55.

Iannuzzi S., Albaret J.M., Chignac C., Faure-Marie N., Barry I., Karsenty C., Chaix Y. (2016), Motor impairment in children with Neurofibromatosis type 1: Effect of the comorbidity with language disorders. Brain & Development, 38(2), 181–187.

Ishihara T., Sugasawa S., Matsuda Y., Mizuno M. (2018). Relationship between sports experience and executive function in 6-12-year-old children: Independence from physical fitness and moderation by gender. Developmental Science, 21(3), e12555, https://doi.org/10.1111/desc.12555.

Janssen I., LeBlanc A.G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7(1), 1–16.

Jaščenoka J., Walter F., PetermannF., Korsch F., Fiedler S. Daseking M. (2018), Zusammenhang von motorischer und kognitiver Entwicklung im Vorschulalter. Kindheit und Entwicklung, 27, 142–152.

Jenni O.G., Chaouch A., Caflisch J., Rousson V. (2013), Correlations between motor and intellectual functions in normally developing children between 7 and 18 years. Developmental Neuropsychology, 38(2), 98–113, https://doi.org/10.1080/87565641.2012.733785.

Kielar-Turska M. (2007), Rozwój człowieka w pełnym cyklu życia. W: J. Strelau (red.), Psychologia. Podręcznik akademicki, t. 1, 286–332. Gdańsk: Gdańskie Wydawnictwo Psychologiczne.

Kielar-Turska M. (2011a). Kształtowanie się naukowej psychologii rozwoju człowieka. W: J. Trempała, Psychologia rozwoju człowieka, 202–215. Warszawa: Wydawnictwo Naukowe PWN.

Kielar-Turska M. (2011b), Kształtowanie się naukowej psychologii rozwoju człowieka. W: J. Trempała, Psychologia rozwoju człowieka, 3–27. Warszawa: Wydawnictwo Naukowe PWN.

Kim H., Duran C.A.K., Cameron C.E., Grissmer D. (2018), Developmental relations among motor and cognitive processes and mathematics skills. Child & Development, 89(2), 476–494.

Kline R.B. (2015), The mediation myth. Basic and Applied Social Psychology, 37(4), 202–213, https://doi.org/10.1080/01973533.2015.1049349.

Kolipińska E., Nałęcz H. (2018), Część trzecia – Nowe badania dzieci w wieku przedszkolnym 3–6 lat i ich rodziców. W: A. Fijałkowska (red.), Aktualna ocena poziomu aktywności fizycznej dzieci i młodzieży w wieku 3–19 lat w Polsce. Warszawa: Ministerstwo Sportu i Turystyki.

Kuzik N., Naylor P.-J., Spence J.C., Carson V. (2020), Movement behaviours and physical, cognitive, and social-emotional development in preschool-aged children: Cross-sectional associations using compositional analyses. PLOS ONE, 15(8), e0237945, https://doi.org/10.1371/journal.pone.0237945.

Loria C. (1980), Relationship of proximal and distal function in motor development. Physical Therapy, 60(2), 167–172, https://doi.org/10.1093/ptj/60.2.167.

Macdonald K., Milne N., Orr R., Pope R. (2018), Relationships between motor proficiency and academic performance in mathematics and reading in school-aged children and adolescents: A systematic review. International Journal of Environmental Health Research, 15(8), 1603.

McBryde C., Ziviani J. (1990), Proximal & distal upper limb motor development in 24 week old infants. Canadian Journal of Occupational Therapy, 57(3), 147–154, https://doi.org/10.1177/000841749005700303.

Martzog P., Stoeger H., Suggate S. (2019), Relations between preschool children’s fine motor skills and general cognitive abilities. Journal of Cognition and Development, 20(4), 443–465.

Martzong P., Stoeger H., Ziegler A. (2012), Specifying relations between fine motor skills and cognitive abilities: A cross-cultural study. Talent Development and Exellence, 135–154.

Meinel K. (1967), Motoryczność ludzka. Warszawa: „Sport i Turystyka”.

Nałęcz H., Mazur J., Fijałkowska A. (2021), Aktywność fizyczna dzieci i młodzieży. W: W. Drygas, M. Gajewska, T. Zdrojewski (red.), Niedostateczny poziom aktywności fizycznej w Polsce jako zagrożenie i wyzwanie dla zdrowia publicznego, 69–90. Warszawa: Narodowy Instytut Zdrowia Publicznego – Państwowy Zakład Higieny.

Newcombe N.S., Frick A. (2010), Early education for spatial intelligence: Why, what, and how. Mind, Brain, and Education, 4(3), 102–111, https://doi.org/10.1111/j.1751-228X.2010.01089.x.

Nęcka E., Orzechowski J., Szymura B. (2006), Psychologia poznawcza. Warszawa: Wydawnictwo Naukowe PWN.

Nowicki G. (1988). Zmiany zręczności manualnej w rozwoju osobniczym. Przegląd Antropologiczny, 54, 167–173.

Oberer N., Gashaj V., Roebers C.M. (2018), Executive functions, visual-motor coordination, physical fitness and academic achievement: Longitudinal relations in typically developing children. Human Movement Science, 58, 69–79.

Papaioannou A.G., Schinke R.J., Chang Y.K., Kim Y.H., Duda J. L. (2020), Physical activity, health and well-being in an imposed social distanced world. International Journal of Sport and Exercise Psychology, 18(4), 414–419, https://doi.org/10.1080/1612197X.2020.1773195.

Pesce C., Masci I., Marchetti R., Vazou S., Sääkslahti A., Tomporowski P.D. (2016), Deliberate play and preparation jointly benefit motor and cognitive development: Mediated and moderated effects. Fronties in Psychology, 11(7), 349.

Petersen T.L., Møller L.B., Brønd J.C., Jepsen R., Grøntved A. (2020), Association between parent and child physical activity: A systematic review. International Journal of Behavioral Nutrition and Physical Activity, 17(1), 67, https://doi.org/10.1186/s12966-020-00966-z.

Raczek J. (2010), Antropomotoryka. Teorie motoryczności człowieka w zarysie. Warszawa: Wydawnictwo Lekarskie PZWL.

Rajović R., Berić D., Bratić M., Živković M., Stojiljković N. (2017), Effect of an “NTC” exercise program on the development of motor skills in preschool children. Facta Universitatis, Series: Physical Education and Sport, 14(3), 315–329.

Reilly D.S., van Donkelaar P., Saavedra S., Woollacott M.H. (2008), Interaction between the development of postural control and the executive function of attention. Journal of Motor Behavior, 40(2), 90–102, https://doi.org/10.3200/JMBR.40.2.90-102.

Rhodes R.E., Janssen I., Bredin S.S.D., Warburton D.E.R., Bauman A. (2017), Physical activity: Health impact, prevalence, correlates and interventions. Psychology & Health, 32(8), 942–975, https://doi.org/10.1080/08870446.2017.1325486.

Sember V., Jurak G., Kovač M., Morrison S.A., Starc G. (2020), Children’s physical activity, academic performance, and cognitive functioning: A systematic review and meta-analysis. Frontiers in Public Health, 8.

Shaffer D., Kipp K. (2009). Development Psychology: Childhood and Adolescence. Belmont: Wadsworth.

Shonkoff J.P., Boyce W.T., McEwen B.S. (2009), Neuroscience, molecular biology, and the childhood roots of health disparities: Building a new framework for health promotion and disease prevention. JAMA, 301(21), 2252–2259, https://doi.org/10.1001/jama.2009.754.

Teodorescu S., Urzeala C. (2020), Cues for the sports training of preschool and primary school children. Discobul: Physical Education, Sport and Kinetotherapy Journal, 59(4), 322–332.

Trempała J. (2012), Psychologia rozwoju jako nauka o genezie życia psychicznego: przełomowe dokonania i kierunki przyszłych badań. Psychologia Rozwojowa, 17(1), 17–29.

Westendorp M., Houwen S., Hartman E., Mombarg R., Smith J., Visscher C. (2014), Effect of a ball skill intervention on children’s ball skills and cognitive functions. Medicine & Science in Sorts & Exercise, 46(2), 414–22.

Veldman S., Santos R., Jones R., De Sousa Rodrigues se Sa E.M., Okely A. (2018), Associations between gross motor skills and cognitive development in toddlers. Journal of Sport and Exercise Psychology, 40, 38–38.

Vesa C.M., Mekeres F., Popa L.M., Vidican M., Maghiar A., Jurca C., Bembea M. (2017), Human Limb Development on the 3 Axes of Coordinates. Molecular Etiology of Polydactyly. Analele Universitatii din Oradea, Fascicula Ecotoxicologie, Zootehnie si Tehnologii în Industria Alimentara, 16, 217–224.

Yu T.Y., Chen K.L., Chou W., Yang S.H., Kung S.C., Lee Y.C., Tung L.C. (2016), Intelligence quotient discrepancy indicates levels of motor competence in preschool children at risk for developmental delays. Neuropsychiatric Disease and Treatment, 12, 501.

Yu T.Y., Chou W., Chow J.C., Lin C.H., Tung L.C., Chen K.L. (2018), IQ discrepancy differentiates levels of fine motor skills and their relationship in children with autism spectrum disorders. Neuropsychiatric Disease and Treatment, 14, 597.

Informacje

Informacje: Psychologia Rozwojowa, 2022, Tom 27, Numer 4, s. 57 - 69

Typ artykułu: Oryginalny artykuł naukowy

Tytuły:

Polski:

Aiming-Catching Skills, Manual Dexterity and Spatial Reasoning in Preschool Children: A Moderated Meditation Model

Angielski:

Aiming-Catching Skills, Manual Dexterity and Spatial Reasoning in Preschool Children: A Moderated Meditation Model

Autorzy

https://orcid.org/0000-0002-1895-2793

Jakub Romaneczko
Instytut Psychologii, Katolicki Uniwersytet Lubelski Jana Pawła II, Lublin
https://orcid.org/0000-0002-1895-2793 Orcid
Wszystkie publikacje autora →

Instytut Psychologii, Katolicki Uniwersytet Lubelski Jana Pawła II, Lublin

Publikacja: 2023

Status artykułu: Otwarte __T_UNLOCK

Licencja: CC BY  ikona licencji

Udział procentowy autorów:

Karolina Dworska (Autor) - 50%
Jakub Romaneczko (Autor) - 50%

Korekty artykułu:

-

Języki publikacji:

Angielski