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A Longitudinal Study of Dietary Intake and Influence of Iron Status on Infants' and Toddlers' Mental and Motor DevelopmentWood, Steven Matley 01 May 1989 (has links)
Thirty-two non-anemic children were assessed clinically, biochemically and anthropometrically at six months, one year and two years of age to investigate the relationship of iron status to mental and motor development. Using dietary history and dietary record instruments, dietary iron was estimated and compared to the National Food Consumption Survey (1985) and the Recommended Dietary Allowances (RDA) for corresponding age groups. The Bayley Scales of Infant Development (which assess mental and motor development) and the Caldwell Home Inventory (which evaluates the environmental stimuli) were performed and correlated with blood iron parameters, anthropometric measurements and dietary nutrient intakes.
Nutrient intakes of these children were similar to those reported in the NFCS (1985) for one- and two-year-olds. Iron intake decreased from 13.2 mg iron daily (88% RDA) at six months to 10.3 mg iron daily (68% RDA) and 7.4 mg iron daily (49% RDA) at two years of age. The correlation between iron intake and development was not statistically significant at any age. Stepwise, multiple regression was employed to investigate the extent to which variation in mental and motor development was explained by dietary variables, blood iron parameters and anthropometric measurements. Hematocrit was the only variable that significantly explained variation in mental development at all three ages. The findings of this study were different from earlier studies in that there was no statistical correlation between iron status and mental development; but, it did confirm the conclusion of more recent experiments that iron status has little effect on infants' and toddlers' development. The finding that infants and toddlers consuming less than the RDA for iron do not display iron deficiency symptoms and were not developmentally delayed or compromised should be comforting to parents who are concerned about iron intake during this critical period of infants' brain growth.
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A test of the validity of the Gross Motor Domain of the Carolina curriculum for preschoolers with special needsJorgensen, Phyllis S. 01 January 1994 (has links)
In view of the current use of the Carolina Curriculum for Preschoolers with Special Needs (Carolina) as an alternative to the widely used Brigance Diagnostic Inventory of Early Development (Brigance) for assessing the motor development of preschool aged children, a study was undertaken to establish the validity of the Carolina using the Brigance as a criterion test. A sample of 2 7 preschool special education children ranging in age from 36 to 71 months from three categories-learning handicapped (LH), severely handicapped (SH) and severely handicapped Down's Syndrome children (SHD)-were assessed by an adapted physical education specialist. Each subject was evaluated on two separate days within one week using the Carolina and the Brigance. The subjects were also evaluated concurrently by their classroom teachers using a Teacher Observation check sheet prepared by the adapted physical education specialist. Correlation coefficients using the developmental age scores obtained on the three test instruments and the correlations comparing the three categories to each test instrument ranged from .90 to .98 (r. (25) = .486, p < .01 ). These findings offered strong support for the concurrent validity of the Carolina. Additional analysis of the data using a 3 x 3 ANOVA for repeated measures resulted in a significant F ratio for the dependent variable of functional level, E (2,24) = 4.82, p = 0.174. The Sheffe post hoc analysis procedure indicated a statistically significant difference between the LH and the SHD categories. vi
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Handwriting success for school: a professional development program for early childhood educators by occupational therapistsSiok Kwan, Gloria Ng 26 September 2020 (has links)
Early childhood is a time to build the foundational skills that are needed to be a successful learner in primary school. Preschool students in Singapore are expected to be able to write their name and the letters of the alphabet with appropriate speed by the end of kindergarten. However, there is a gap in common standards and handwriting instruction practices among early childhood educators. Teaching handwriting explicitly improves handwriting legibility and fluency, and direct handwriting instruction is especially important for children who are at-risk of challenges in writing and reading. A student’s handwriting fluency and legibility is predicted by teacher competence in providing handwriting instruction. Evidence shows that teachers feel they are insufficiently prepared in teaching handwriting to their students, are not equipped to identify fine-motor delay in children and lack the knowledge to help the children in their class who are struggling to learn to write. The proposed professional development program entitled Handwriting Success for School is a professional development program by occupational therapists for early childhood educators. The program aims to increase the knowledge, confidence and competence of early childhood educators in Singapore to teach handwriting and support children who show difficulties mastering handwriting skills. The content and design of the program is developed following a thorough literature review on effective professional development for teachers. Principles of Adult Learning Theory and Collaborative Consultation model guide the development of the design of the program. When teachers collaborate with occupational therapists in addressing handwriting acquisition and intervention for their preschool students, teachers feel supported to help struggling students. Occupational therapists, with their knowledge and expertise in neurodevelopment and sensory-motor development makes them key professionals in training teachers to teach handwriting. By increasing early childhood educators' understanding of the importance to practice the evidence-based principles of handwriting instruction, it will lead to better student outcomes in their handwriting development at the preschool level.
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Fostering upper extremity motor development with an infant prone to play program using an evidence-based approachLee, Lowana Lai yee 08 April 2016 (has links)
Due the fear of Sudden Infant Death Syndrome (SIDS), parents have been putting infants on their backs. The American Academy of Pediatrics (AAP) started to recommend balancing sleeping in supine with prone play - also called Tummy Time-to encourage optimal, healthy infant development (Zachry & Kitzman, 2011). Due to various reasons, parents avoid putting the infants in the prone position even when awake. Evidence-based literature has shown that infants sleeping in supine without spending time in prone can lead to motor delay in their first year of life (Barlett & Fanning Kneale, 2003; Dudek-Shriber & Zelazny, 2007). Evidence also shows that weight bearing in prone is associated with motor development (Salls et al. 2002). This doctoral project attempts to identify the links between prone activities, postural control and fine motor development through research on evidence-based literature. It also provides a theoretical foundation, investigates the evidence and best practice in designing an educational package on prone play for typically developing and high risks infants. It also advocates best practice in occupational therapy by addressing a lack of evidenced based literature and attempts to add to the knowledge base in regards to tummy time and its effect on fine motor development. The target audiences are parents and caregivers of infants; the health care professionals that work with them; the funding agencies and policy makers. The qualitative and quantitative benefits of the parent education program will align with health promotion and wellness initiatives of the Ontario government. The project will describes a detailed evaluation plan and dissemination of results with estimated budgets. This will include presentation to the community and the ministries in the government. The project will contribute to these areas of occupational therapy: (1) addressing evidence-based practice in tummy time with typically developing and high risks infants; (2) providing best practice for implementing a Prone to Play program to foster upper extremity motor development; and (3) promoting health and wellness initiatives in occupational therapy.
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A study of normal and abnormal motor development in infants (An approach to muscle testing of infants)Zausmer, Elizabeth January 1952 (has links)
Thesis (Ed.M.)--Boston University
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The Effects of Perinatal PCB Exposure and Hypothyroidism on Motor Development in the Sprague-Dawley RatHiler, Katie Ann 29 July 2009 (has links)
No description available.
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Hodnocení motoriky dětí ve věku 0-12 měsíců s diagnózou vývojová dysplázie kyčelní pomocí škály Peabody Developmental Motor Scales - 2. / Evaluation of motor skills of children aged 0-12 months with developmental dysplasia of the hip by Peabody Developmental Motor Scales - 2 scale.Frajtová, Aneta January 2021 (has links)
brace on the child's motor development and it briefly informs about the possibilities of the objective evaluation of child' significant influence of the diagnosis DDH and inseparable orthopaedic brace on the child's - ltaneusly intensive physiotherapy using Vojta's reflex
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Perceptual-motor development for children who show signs of attention deficit hyperactivity disorder (ADHD)Rathbone, Ingha 12 1900 (has links)
Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The influence of a six-week perceptual-motor and attentional skills programme,
combined with teaching strategies, on the motor proficiency and attentional
abilities of children diagnosed with ADHD was investigated. The five case study
individuals (ranging for Grade 1- 7) took part in a six-week Purposeful Play
Programme. Baseline, pre-test and post-test scores were obtained from the
Bruininks- Oseretsky Test of Motor Proficiency (BOTMP) and Attention-Deficit
Hyperactivity Disorder Test (ADHDT). All five case study individuals showed a
significant improvement on their motor proficiency during retention tests as well as
improvements on some of the behavioural soft signs of hyperactivity, impulsivity
and inattention. / AFRIKAANDE OPSOMMING: Die invloed van ʼn sesweek perseptueel-motoriese en
aandagvaardigheidsprogram, gekombineer met onderrigstrategieë, is op die
motoriese vaardighede en aandagvermoëns van kinders gediagnoseer met ATHS,
bestudeer. Die vyf gevallestudie individue (tussen Graad 1- 7) het aan „n sesweek
Purposeful Play Programme deelgeneem. Die basislyn-, voor- en natoetstellings is
verkry vanaf die Bruininks- Oseretsky Test of Motor Proficiency (BOTMP) en
Attention-Deficit Hyperactivity Disorder Test (ADHDT). Al vyf gevallestudie
individue het ʼn beduidende verbetering in motoriese vaardigheid getoon tydens
retensietoetse asook verbetering in sommige van die gedragstekens van
hiperaktiwiteit, impulsiwiteit en afleibaarheid.
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Infants in Control : Prospective Motor Control and Executive Functions in Action DevelopmentGottwald, Janna Marleen January 2016 (has links)
This thesis assesses the link between action and cognition early in development. Thus the notion of an embodied cognition is investigated by tying together two levels of action control in the context of reaching in infancy: prospective motor control and executive functions. The ability to plan our actions is the inevitable foundation of reaching our goals. Thus actions can be stratified on different levels of control. There is the relatively low level of prospective motor control and the comparatively high level of cognitive control. Prospective motor control is concerned with goal-directed actions on the level of single movements and movement combinations of our body and ensures purposeful, coordinated movements, such as reaching for a cup of coffee. Cognitive control, in the context of this thesis more precisely referred to as executive functions, deals with goal-directed actions on the level of whole actions and action combinations and facilitates directedness towards mid- and long-term goals, such as finishing a doctoral thesis. Whereas prospective motor control and executive functions are well studied in adulthood, the early development of both is not sufficiently understood. This thesis comprises three empirical motion-tracking studies that shed light on prospective motor control and executive functions in infancy. Study I investigated the prospective motor control of current actions by having 14-month-olds lift objects of varying weights. In doing so, multi-cue integration was addressed by comparing the use of visual and non-visual information to non-visual information only. Study II examined the prospective motor control of future actions in action sequences by investigating reach-to-place actions in 14-month-olds. Thus the extent to which Fitts’ law can explain movement duration in infancy was addressed. Study III lifted prospective motor control to a higher that is cognitive level, by investigating it relative to executive functions in 18-months-olds. Main results were that 14-month-olds are able to prospectively control their manual actions based on object weight. In this action planning process, infants use different sources of information. Beyond this ability to prospectively control their current action, 14-month-olds also take future actions into account and plan their actions based on the difficulty of the subsequent action in action sequences. In 18-month-olds, prospective motor control in manual actions, such as reaching, is related to early executive functions, as demonstrated for behavioral prohibition and working memory. These findings are consistent with the idea that executive functions derive from prospective motor control. I suggest that executive functions could be grounded in the development of motor control. In other words, early executive functions should be seen as embodied.
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Specifika motorického vývoje dětí s poruchou autistického spektra / Specifics of motor development in children with autism spectrum disorderKudrnová, Terezie January 2015 (has links)
Title: Specifics of motor development in children with autism spectrum disorder Objectives: The aim of this thesis is to summarize the accessible literary sources about possibilities of early diagnostic of autism spectrum disorders, characteristic features of motor development and presence of movement and other abnormalities during early development in children who were later diagnosed with some disorder of autism spectrum. Methods: The study is divided into two main parts. In the first part, general information about autism spectrum disorders is presented. The ethiopatogenesis, characteristic features and different types of autism spectrum disorders are described. The second, descriptively analitical part, contains a brief description and resume of many studies, which deal with early identification of autism spectrum disorder, with examination of features of autism spectrum disorder in early development and motor abnormalities in individuals with autism spectrum disorder or high risk infants. Results: The results of this study indicate, that there are differences in social behaviour, motor development and specific autistic features already in the early development of children later diagnosed with autism spectrum disorder. Among motor abnormalities in early development in this children there are...
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