Associations of gross motor skills with self-regulation and executive function in preschool-aged children

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australasian Journal of Early Childhood Pub Date : 2023-05-11 DOI:10.1177/18369391231175524

Sanne L. C. Veldman, Megan L. Hammersley, S. Howard, R. Stanley, A. Okely, Rachel A. Jones

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引用次数: 0

Abstract

This study aimed to examine associations between gross motor skills and executive functions (EF) in a large sample of Australian preschool-aged children. Of 566 children (mean age = 3.2 ± 0.4 years, 51.2% girls), locomotor, object control, and total skill competence were significantly associated with visual spatial working memory and inhibition (p < 0.05). Total skill competence was associated with shifting and locomotor skills were significantly associated with self-regulation (p < 0.05). Static balance was significantly associated with inhibition and shifting (p < 0.05). In boys, an association between object control skills and visual spatial working memory was observed. In girls, an association between static balance and visual spatial working memory, phonological working memory, and shifting was observed. The identification of significant associations between gross motor skills and different EFs is an important contribution to the growing evidence on the relationship between motor skills and EFs in early childhood.

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学龄前儿童大肌肉运动技能与自我调节和执行功能的关系

这项研究旨在检验澳大利亚学龄前儿童的毛运动技能和执行功能之间的关系。566名儿童（平均年龄3.2±0.4岁，51.2%为女孩）的运动、物体控制、，总技能能力与视觉空间工作记忆和抑制显著相关（p<0.05）。总技能能力和转换显著相关，运动技能和自我调节显著相关（p>0.05）。静态平衡与抑制和转换显著关联（p<0.05），观察到物体控制技能与视觉空间工作记忆之间的关联。在女孩中，观察到静态平衡与视觉空间工作记忆、语音工作记忆和移位之间的联系。毛运动技能与不同EFs之间显著关联的确定，对越来越多的证据表明儿童早期运动技能与EFs之间的关系做出了重要贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australasian Journal of Early Childhood EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

16.70%

发文量

期刊介绍： The Australasian Journal of Early Childhood (AJEC) is Australasia’s foremost scholarly journal and the world’s longest-running major journal within the early childhood education and care sector. Published quarterly, AJEC offers evidence-based articles that are designed to impart new information and encourage the critical exchange of ideas among early childhood practitioners, academics and students. AJEC is peer reviewed by leading early childhood education and care academics, against quality-assurance guidelines to ensure that all articles promote best practice and disseminate high-quality information in the early childhood education and care sector.