Erzsébet Stephens-Sarlós, Patrick Stephens, Attila Szabo
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This experimental study aimed to investigate the impact of the STP in an institutional setting, targeting the specific auditory and visual skills crucial for kindergarten and primary school learning.</p><h3 data-test=\"abstract-sub-heading\">Methods</h3><p>The STP comprises 120 training sessions focused on sensorimotor maturation. Seven hundred and seventy-two children aged 5–8 participated in the study, with 704 in the experimental and 68 in the control group, each containing a relatively balanced ratio of boys to girls. The study spanned six to eight months, with three to five weekly sessions.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>The intervention resulted in significant improvements in sensorimotor development in the experimental compared to the control group [<i>p</i> < .001, effect size (d) = .483; auditory skills<i> r</i> = .605 <i>p</i> < .001, <i>d</i> = .366; visual skills <i>r</i> = .542, <i>p</i> < .001, <i>d</i> = .294]. The intervention group also improved compared to its baseline measurements.</p><h3 data-test=\"abstract-sub-heading\">Conclusion</h3><p>These results show that implementing the STP in school settings can improve sensorimotor development, impacting auditory and visual skills in children aged 5–8. 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引用次数: 0
摘要
背景全世界约有 8 亿幼儿因生理、环境和社会心理因素而在认知发展方面受到限制。这些问题导致了教育难题、技能发展受限和较高的失业率。因此，在机构环境中及时采取干预措施以解决根本问题至关重要。目的 作者创建了 "感知运动训练计划"（STP），作为一项重要的干预措施，以发展入学所必需的技能。这项实验研究旨在调查 "感知运动训练计划 "在机构环境中的影响，该计划针对对幼儿园和小学学习至关重要的特定听觉和视觉技能。772 名 5-8 岁的儿童参加了这项研究，其中 704 名为实验组，68 名为对照组，每组中男孩和女孩的比例相对均衡。研究为期六至八个月，每周进行三至五节课。结果与对照组相比，实验组儿童在感官运动发展方面的干预效果显著[p < .001, effect size (d) = .483；听觉技能 r = .605 p < .001, d = .366；视觉技能 r = .542, p < .001, d = .294]。这些结果表明，在学校环境中实施 STP 可以改善 5-8 岁儿童的感官运动发展，影响他们的听觉和视觉技能。这些以干预为基础的改善超越了生理成熟。
The Efficacy of the Sensorimotor Training Program on Sensorimotor Development, Auditory and Visual Skills of Schoolchildren Aged 5–8 Years
Background
Around 800 million young children worldwide have cognitive-developmental limitations due to issues related to biological, environmental, and psychosocial factors. These problems lead to educational challenges, limited skill development, and higher unemployment rates. Therefore, timely interventions addressing the underlying problems in institutional settings are critically important.
Objective
The authors created the “Sensorimotor Training Program” (STP) as a critical intervention to develop skills essential for starting school. This experimental study aimed to investigate the impact of the STP in an institutional setting, targeting the specific auditory and visual skills crucial for kindergarten and primary school learning.
Methods
The STP comprises 120 training sessions focused on sensorimotor maturation. Seven hundred and seventy-two children aged 5–8 participated in the study, with 704 in the experimental and 68 in the control group, each containing a relatively balanced ratio of boys to girls. The study spanned six to eight months, with three to five weekly sessions.
Results
The intervention resulted in significant improvements in sensorimotor development in the experimental compared to the control group [p < .001, effect size (d) = .483; auditory skills r = .605 p < .001, d = .366; visual skills r = .542, p < .001, d = .294]. The intervention group also improved compared to its baseline measurements.
Conclusion
These results show that implementing the STP in school settings can improve sensorimotor development, impacting auditory and visual skills in children aged 5–8. These intervention-based improvements are above and beyond biological maturation.
期刊介绍：
Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.
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