Title: The evaluation of gross motor function and coordination in primary school children Defining the issue: The physical activity and sport are highly discussed topics in current time. The physical activity itself has a positive effect on our body in many ways, on the contrary the lack of it has a negative effect. In the younger school age there should be a diversity of physical activity and it should often vary. If, in this period of age, the physical activity would be in the form of specialized sport training with dominant asymetric load without any compensating activity, the effect of that training would be probably negative and even harming for the growing body of young children, who are not prepared for that type of burden. To ensure an adequate development of specific skills and gaits the appropriate level of gross motor function and coordination is required. The evaluation of such movement features after reaching bipedal locometion is mediocre at best and the current test batteries are limited in application. For these reasons the goal was to create new battery of tests and use it to evaluate the gross motor function and coordination in primary school children and assessment of the impact of gender and extracurricular activity on the results. The purpose of the study: The purpose of this...

The thesis deals with Autistic Spectrum Disorders in terms of their ethology and diagnostic criteria. The theoretical part further describes development of terminology of these disorders and historical concept of care of individuals with Autism. Included are also categories of disabilities and their symptoms. Another chapter discusses the specifics of self-help skills of children with Autism and characterizes motor development of preschool children with an emphasis on motor imitation, as one of the sub-kinetic abilities. The aim of the research work is to analyse the degree of influence of motor imitation on the development of self-help skills of children with Autism. It focuses on evaluation of the developmental level of the respondent's self-help skills and its development influenced by intensive imitation training. Determination of the actual developmental level allows easier orientation within self-help skills that can be practiced with the child. Their list is located in the attachments. Further research clarifies what techniques were the most successful during motor imitation training. KEYWORD Autism spectrum disorders, pervasive developmental disorder, triad of impairments, motor development, motor imitation, self-help skills.

Title: The impact of a three-month training on motor functions in preschool hockey players Objectives: The goal of this diploma thesis is to summarize the knowledge about motor functions in preschool children. Also to find suitable test methods which should help to evaluate the motor level of children this age who are attending the preparation course in the hockey club Sparta Praha and also evaluate the influence of a three month hockey training on postural maturity and development of motor skills on the regular surface and on the ice. Methods: The pre-experiment was conducted in hockey preparation course HC Sparta Praha in preschool children during their training. It was carried out using 5 tests evaluating postural maturity, which were evaluated by two physiotherapists and 4 tests evaluating the level of motor skills on the regular surface and on the ice, which was measured on time. Tests were performed twice, with a three-month interval. Results: After three months of training, there was no substantial improvement in postural maturity assessment tests, although the consensus of the two physiotherapists in the assessment of the postural tests maturity was relatively high, for both measurements. The top rated test was tandem walk over the line. In this test, there was also the most improvement...

Human sociality, with its wide scope, early ontogeny and pervasiveness across cultures, is remarkable from an evolutionary perspective. We form bonds with other individuals and live in large social groups. We help, empathise with and share our resources with others, who are unfamiliar and genetically unrelated to us. It has been suggested that interpersonal coordination and rhythmic synchronisation of movements may be one proximate mechanism that enables such widespread human sociality and facilitates cooperation. In the last decade, considerable research has examined the effect of movement synchrony on social bonding and cooperation. However, when this thesis started, there was virtually no experimental study investigating the ontogeny of the movement synchrony-social bonding link, which is proposed to have deep evolutionary roots and important, long-lasting consequences in social life. This thesis aims to investigate the effects of movement synchrony on social bonding and cooperative behaviour across different time points in ontogeny. Three experimental studies were conducted examining infancy, early childhood and middle childhood. Each study explored a different aspect of social bonding and cooperation based on the motor, social and cognitive developments that mark that age group. Study 1a found that at 12 months of age, infants prefer individuals who move in synchrony with them, when the individuals are social entities, but not when they are non-social. Study 1b showed no preferences for synchrony at 9 months in either social or non-social contexts, however. Study 2 revealed that in early childhood, performing synchronous movements actively with a peer facilitates helping behaviour among the children, as well as eye contact and mutual smiling during the interaction. Finally, Study 3 showed that the social bonding effects of movement synchrony applied to inter- group settings and that performing synchronous movements with out-groups increased bonding towards the out-group in middle childhood. This thesis followed an interdisciplinary, integrative and naturalistic approach, where (i) literature from a wide range of disciplines motivated and guided the present research; (ii) links between motor, social and cognitive aspects of development, which are often investigated separately, are formed; and (iii) the experiments were designed in ways that represent the real-life occurrences of the investigated phenomena. The current findings provide the first substantial evidence that movement synchrony facilitates social bonding and cooperation in childhood and thereby provides a foundation for future research.

The purpose of the present work was to study hand impairments and manual ability in children with cerebral palsy (CP) as well as to clarify their relationship. Appraising the degree of hand impairments requires normative data to differentiate the real dysfunctions of CP children from the normal difficulties according to their age, sex, or handedness. As there is no normative data for gross manual and fine finger dexterity, a first experiment focused on the normal development of manipulative functions was conducted to establish these norms. A second experiment was carried out to develop and validate through the Rasch model a measure of manual ability in children with CP since such a measure was not yet available. The invariance of the ABILHAND-Kids questionnaire was also tested across relevant demographic and clinical subgroups of CP children. Finally, a third experiment was performed to quantify the hand impairments in children with CP and to investigate their relationship with manual ability as measured with the ABILHAND-Kids questionnaire. Hand motor impairments, markedly more prevalent than hand sensory impairments, were moderately correlated with manual ability measures and predicted 58% of their variance. Consequently, manual ability cannot simply be inferred from hand impairments and should be measured and treated per se. / L'objectif de ce travail était d'étudier les déficiences de la main et l'habileté manuelle chez les enfants infirmes moteurs d'origine cérébrale (IMOC) ainsi que de clarifier leur relation. Apprécier la gravité des déficiences de la main nécessite des données normatives afin de différencier les dysfonctionnements réels des enfants IMOC des difficultés normales compte tenu de leur âge, sexe, ou latéralité. Etant donné l'absence de normes quant à la dextérité manuelle grossière et la dextérité digitale fine, une première étude a été réalisée afin d'examiner le développement normal de ces deux types de dextérité. Des normes sur les dextérités manuelle grossière et digitale fine ont ainsi pu être établies. Une deuxième étude a été effectuée afin de développer et valider à travers le modèle de Rasch une mesure de l'habileté manuelle chez les enfants IMOC. L'invariance du questionnaire ABILHAND-Kids a également testée à travers différents sous-groupes démographiques et cliniques d'enfants IMOC. Enfin, une troisième étude a été réalisée afin de quantifier les déficiences de la main chez les enfants IMOC et d'investiguer leur relation avec l'habileté manuelle. Les déficiences motrices de la main, plus prévalentes que les déficiences sensitives, étaient modérément corrélées avec les mesures d'habileté manuelle et prédisaient 58% de leur variance. En conséquence, l'habileté manuelle ne peut être simplement inférée à partir des déficiences de la main et devrait donc être mesurée et traitée pour elle-même.

The purpose of the present work was to study hand impairments and manual ability in children with cerebral palsy (CP) as well as to clarify their relationship. Appraising the degree of hand impairments requires normative data to differentiate the real dysfunctions of CP children from the normal difficulties according to their age, sex, or handedness. As there is no normative data for gross manual and fine finger dexterity, a first experiment focused on the normal development of manipulative functions was conducted to establish these norms. A second experiment was carried out to develop and validate through the Rasch model a measure of manual ability in children with CP since such a measure was not yet available. The invariance of the ABILHAND-Kids questionnaire was also tested across relevant demographic and clinical subgroups of CP children. Finally, a third experiment was performed to quantify the hand impairments in children with CP and to investigate their relationship with manual ability as measured with the ABILHAND-Kids questionnaire. Hand motor impairments, markedly more prevalent than hand sensory impairments, were moderately correlated with manual ability measures and predicted 58% of their variance. Consequently, manual ability cannot simply be inferred from hand impairments and should be measured and treated per se. / L'objectif de ce travail était d'étudier les déficiences de la main et l'habileté manuelle chez les enfants infirmes moteurs d'origine cérébrale (IMOC) ainsi que de clarifier leur relation. Apprécier la gravité des déficiences de la main nécessite des données normatives afin de différencier les dysfonctionnements réels des enfants IMOC des difficultés normales compte tenu de leur âge, sexe, ou latéralité. Etant donné l'absence de normes quant à la dextérité manuelle grossière et la dextérité digitale fine, une première étude a été réalisée afin d'examiner le développement normal de ces deux types de dextérité. Des normes sur les dextérités manuelle grossière et digitale fine ont ainsi pu être établies. Une deuxième étude a été effectuée afin de développer et valider à travers le modèle de Rasch une mesure de l'habileté manuelle chez les enfants IMOC. L'invariance du questionnaire ABILHAND-Kids a également testée à travers différents sous-groupes démographiques et cliniques d'enfants IMOC. Enfin, une troisième étude a été réalisée afin de quantifier les déficiences de la main chez les enfants IMOC et d'investiguer leur relation avec l'habileté manuelle. Les déficiences motrices de la main, plus prévalentes que les déficiences sensitives, étaient modérément corrélées avec les mesures d'habileté manuelle et prédisaient 58% de leur variance. En conséquence, l'habileté manuelle ne peut être simplement inférée à partir des déficiences de la main et devrait donc être mesurée et traitée pour elle-même.

Down syndrome (DS) is associated with psychomotor retardation, short stature and endocrine dysfunction. Statural growth is a well-known indicator of health. The growth in DS differs markedly from that of other children and there is a 20 cm reduction of final height as compared to target height. We developed growth charts specific for Swedish children with DS, in order to facilitate early diagnosis of concomitant diseases that influence growth. The growth charts are available for paediatricians and child health care professionals in Sweden. The mechanism underlying the impaired growth in DS is unknown. Height is influenced by parental factors, energy intake, hormone balance and general health. In DS, genetic factors deriving from the extra chromosome 21 further affect growth. Children with DS seem to have reasonable levels of growth hormone (GH), even though GH treatment for limited periods of time improves growth velocity. Within the present project, the subjects of a previous study on early GH therapy in DS were followed up regarding late effects. We found a larger adult head circumference and better psychomotor abilities in the previously treated subjects despite a lack of effect on final height. In adult life, GH has effects on psychological well-being and metabolism. The clinical features in adults with DS might indicate impaired GH secretion. Ten young adults with DS were studied and compared with ten healthy controls. The GH secretion in the DS subjects did not differ from that in the controls. The fat body mass percentage was increased in DS, in line with the high prevalence of overweight/obesity. The finding of an increased HOMA index as well as a high relative rate of hepatic glucose production in DS indicates reduced insulin sensitivity both peripherally and in the liver. Thyroid dysfunction is common in DS. There is a 30-fold increase in congenital hypothyroidism, and acquired hypothyroidism has been reported to be present in up to 50% of adults with DS. We collected neonatal screening results and hospital records for the first ten years of life of 68 children with DS. The mean TSH concentration was increased neonatally, indicating marginal hypothyroidism early in life in DS. However, the neonatal TSH level did not predict development of manifest hypothyroidism later in life. / Downs syndrom (DS) är en vanlig kromosomavvikelse. Kortvuxenhet och psykomotorisk utvecklingsstörning är kardinaltecken vid DS. Endokrina avvikelser är också frekvent förekommande. Tillväxt är en bra indikator på barns hälsa. Nyfödda barn med DS är kortare än andra nyfödda, och skillnaden i längd ökar under barndomen. Sjukdomar som påverkar tillväxten upptäcks ofta via ett förändrat tillväxtmönster. Detta kan lätt förbises vid DS eftersom tillväxten redan är avvikande. Användning av syndromspecifika tillväxtkurvor ökar möjligheterna till diagnostik av sjukdomar som stör längdtillväxten. Vi har framställt tillväxtkurvor för barn med DS, vilka finns tillgängliga inom svensk barnsjukvård och barnhälsovård. Längdtillväxt styrs av nedärvda faktorer från föräldrarna liksom av nutrition, hälsa och hormoner. Genetiska faktorer, kopplade till kromosom 21, kan påverka tillväxten vid DS, men tillväxtstörningens exakta bakgrund är inte känd. I vuxen ålder är personer med DS ungefär 20 cm kortare än förväntat med hänsyn till föräldralängder. Trots att barn med DS har relativt normala nivåer av tillväxthormon (STH eller GH) förbättras deras tillväxt vid STH-behandling. Inom avhandlingsarbetet följde vi upp ungdomar med DS, vilka behandlats med STH i tidig barndom. Vi kunde påvisa större huvudomfång samt förbättrad kognitiv och motorisk förmåga, trots avsaknad av effekt på slutlängden. Tillväxthormon har i vuxen ålder effekt både på ämnesomsättning och psykologiskt välbefinnande. Vuxna individer med DS uppvisar flera tecken förenliga med STH-brist. Vi jämförde tio unga vuxna med DS med tio friska kontrollindivider avseende förmågan att insöndra STH. STH-insöndringen hos individerna med DS skiljde sig inte från den hos kontrollerna. Vid samtidig undersökning av kroppssammansättning påvisades en ökad andel kroppsfett hos individerna med DS, resultat i linje med den frekventa förekomsten av övervikt/fetma. Individerna med DS hade en förhöjd glukosproduktion, som tillsammans med ett ökat HOMA-index talar för förekomst av minskad insulinkänslighet både på levernivå och perifert. Brist på sköldkörtelhormon är mycket vanligt vid DS och upp till hälften av vuxna med DS kan ha hypotyreos. Vi studerade 68 barn med DS avseende nivåer av tyroideastimulerande hormon (TSH) vid PKU-provtagning. Vi följde också barnens journalhandlingar från de tio första levnadsåren i syfte att undersöka om den neonatala TSH-nivån kan prediktera framtida underfunktion av sköldkörteln. Resultaten visade att barn med DS har en förhöjd nivå av TSH neonatalt, vilket indikerar en brist på sköldkörtelhormon redan i nyföddhetsperioden, men nivån förutsäger inte utveckling av manifest hypotyreos senare under barndomen.

Στην προσχολική παιδαγωγική, το σώμα του παιδιού αποτελεί το μέσο για την ολοκλήρωση της ολόπλευρης και ισόρροπης ανάπτυξής του. Το παιδί ολοκληρώνει τη συνολική ανάπτυξή του, καθώς εξελίσσεται το σώμα του· εξέλιξη που επηρεάζει και τη μαθησιακή και κοινωνικο- συναισθηματική ζωή του και, εν συνεχεία, κατά πολύ την ακαδημαϊκή του πορεία (Ευαγγελινού & Παππά, 2002). Σε κάθε κινητική δραστηριότητα, άλλωστε, συμμετέχει πάντα ολόκληρο το άτομο με αποτέλεσμα οι κινήσεις του να έχουν συναισθηματικές, νοητικές και κοινωνικές προεκτάσεις (Zimmer, 2007). Η διδασκαλία της ψυχοκινητικής αγωγής (ΨΑ) στηρίζει τις βάσεις της στα γενικά αναλυτικά προγράμματα του Νηπιαγωγείου, δίνοντας έμφαση στην ολόπλευρη ανάπτυξη των νηπίων, μέσα από τις ιδιαίτερες εκπαιδευτικές ανάγκες τους. Από τα αποτελέσματα της μέχρι σήμερα ερευνητικής δραστηριότητας, η ψυχοκινητική αγωγή έχει ευεργετική επίδραση στις κινητικές δεξιότητες των μαθητών και υποστηρίζει σημαντικά εκείνους που παρουσιάζουν φτωχή κινητική απόδοση ή αναπτυξιακές διαταραχές (Cooley, Oakman, McNaughton & Ryska, 1997; Hamilton, Goodway & Haubensticker, 1999; Karabourniotis, Evaggelinou, Tzetzis & Kourtessis, 2002; Rintala, Pienimäki, Ahonen, Cantell & Kooistra, 1998; Σπανάκη, 2008; Σπανάκη, Σκορδίλης & Βενετσάνου, 2010; Zimmer, Christoforidis, Xanthi, Aggeloussis & Kambas, 2008; Venetsanou, Kambas, Sagioti, Giannakidou, 2009). Παράλληλα, στο χώρο του Νηπιαγωγείου, μεγάλη αξία έχουν οι δραστηριότητες που εμπεριέχουν τεχνικές θεατρικών δράσεων, καθώς υποστηρίζουν την ομαλή ένταξη του νηπίου στην ομάδα του Νηπιαγωγείου και την κοινωνικοποίησή του και αναπτύσσουν τις δεξιότητές του, που εξελίσσονται σε αυτήν την ηλικία (Μπουρνέλη, 2002). Σημαντικός, όμως, είναι ο ρόλος τους όσον αφορά την αντιμετώπιση μαθητών με κοινωνικο- συναισθηματικές και μαθησιακές δυσκολίες (Κουρετζής, 2008), με δυσκολίες προσαρμογής ακόμα και άτομα με ειδικές εκπαιδευτικές ανάγκες (Κουρκούτας, 2007; Λενακάκης, 2001). Η παρούσα διδακτορική διατριβή εξέτασε την επίδραση ενός παρεμβατικού προγράμματος ΨΑ με στοιχεία θεατρικού παιχνιδιού στην κινητική, γνωστική και συναισθηματική ανάπτυξη μαθητών/τριών προσχολικής ηλικίας με ή χωρίς ειδικές εκπαιδευτικές ανάγκες. Η επίδραση του παραπάνω προγράμματος εξετάστηκε σε μαθητές γενικού σχολείου, σε μαθητές με κώφωση/ βαρηκοΐα, αλλά και σε μαθητές που φοιτούσαν σε τμήματα ένταξης ‘γενικού’ Νηπιαγωγείου. Το δείγμα της έρευνας αποτέλεσαν 63 μαθητές/ τριες που φοιτούσαν σε Νηπιαγωγεία, Αθήνας και Ηρακλείου Κρήτης. Συγκεκριμένα: α) Ν = 13 από 2 Νηπιαγωγεία με μαθητές με κώφωση β) Ν = 41 από 2 Νηπιαγωγεία με μαθητές ‘γενικού’ πληθυσμού και γ) Ν = 9 από 2 Νηπιαγωγεία με μαθητές που φοιτούσαν σε τμήματα ένταξης. Με τυχαία δειγματοληψία, το ένα τμήμα Νηπιαγωγείου από κάθε ομάδα πληθυσμού αποτέλεσε την πειραματική ομάδα και το άλλο τμήμα την ομάδα ελέγχου, αντίστοιχα (Thomas & Nelson, 2003). Η αρχική αξιολόγηση συμπεριλάμβανε δοκιμασίες που αξιολογούσαν την κινητική, γνωστική και συναισθηματική ανάπτυξη όλων των συμμετεχόντων, με τη χρήση των ‘Bruininks- Oseretsky Test of Motor Proficiency’ (Bruininks, 1978), ‘ΑΘΗΝΑ τεστ’ (Παρασκευόπουλος & Παρασκευοπούλου, 2011), και το ‘Ερωτηματολόγιο Δια- προσωπικής και Ενδο- προσωπικής Προσαρμογής’ (ΕΔΕΠ) (Παρασκευόπουλος & Γιαννίτσας, 1999), για κάθε μία από τις παραπάνω αξιολογήσεις, αντίστοιχα. Στη συνέχεια, σχεδιάστηκε το παρεμβατικό πρόγραμμα ΨΑ με στοιχεία θεατρικού παιχνιδιού, σε συνεργασία με τους εκπαιδευτικούς των επιλεγμένων τμημάτων, για τις πειραματικές ομάδες. Το πρόγραμμα ΨΑ βασιζόταν στις εξατομικευμένες ανάγκες και δυνατότητες του κάθε μαθητή ξεχωριστά και εμπεριείχε δραστηριότητες προσαρμοσμένες στις αρχές ΨΑ της Zimmer (2007) σε συνδυασμό με στοιχεία θεατρικού παιχνιδιού και πραγματοποιήθηκε η υλοποίησή του στις πειραματικές ομάδες. Οι ομάδες ελέγχου ακολούθησαν το ημερήσιο πρόγραμμα του κάθε Νηπ/είου. Η πειραματική παρέμβαση είχε χρονική διάρκεια δυόμιση μήνες (10 εβδομάδες) συνολικά, με συχνότητα δύο φορές την εβδομάδα. Στο τέλος της παρέμβασης ακολούθησε η επαναξιολόγηση των συμμετεχόντων των δύο ομάδων, ως προς την κινητική, γνωστική και ψυχοκοινωνική τους ανάπτυξη, με τα ίδια ερευνητικά εργαλεία που χρησιμοποιήθηκαν για την αρχική αξιολόγηση. To Στατιστικό Πρόγραμμα των Κοινωνικών Επιστημών (Statistical Package for the Social Sciences, SPSS) (Norusis, 1993) χρησιμοποιήθηκε για τις ανάγκες της έρευνας. Συγκεκριμένα, τρεις ομάδες από παραγοντικές αναλύσεις διασποράς (2 x 2 ANOVAs) αξιολόγησαν την επίδραση του παρεμβατικού προγράμματος ΨΑ, στην κινητική, γνωστική και συναισθηματική ανάπτυξη μαθητών Νηπιαγωγείου. Στα αποτελέσματα της έρευνας υπήρξαν σημαντικές αλληλεπιδράσεις παρεμβατικού προγράμματος και χρονικού σημείου μέτρησης σχετικά με τις κινητικές ικανότητες των τριών ομάδων μαθητών/τριών (‘γενικό’, κωφών και φοιτούντων σε τμήματα ένταξης). Επίσης, υπήρχαν σημαντικές αλληλεπιδράσεις αναφορικά με τις γνωστικές δεξιότητες. Τα αποτελέσματα έδειξαν, επίσης, σημαντική αλληλεπίδραση στις ψυχοκοινωνικές δεξιότητες των συμμετεχόντων στην ομάδα του ‘γενικού’ πληθυσμού, ενώ δεν υπήρχε αντίστοιχη σημαντική αλληλεπίδραση για την ομάδα των κωφών και των μαθητών/τριών σε τμήματα ένταξης. Τα αποτελέσματα της παρούσας έρευνας παρουσιάζουν τη σημαντικότητα ψυχοκινητικών προγραμμάτων μέσα στην εκπαιδευτική διαδικασία, προκειμένου να υποστηριχτεί ο μαθητής αναφορικά με την κινητική αλλά και τη γνωστική και την ψυχοκοινωνική του ανάπτυξη. Σύγχρονοι παιδαγωγοί οφείλουν να ενημερώνονται και να αξιοποιούν προγράμματα σαν το παρόν παρεμβατικό προκειμένου να στοχεύουν στην περαιτέρω βελτίωση των δυνατοτήτων των μαθητών/τριών τους. Το κατάλληλο πρόγραμμα παρέμβασης στηριζόμενο στην ψυχοκινητική εκπαίδευση μπορεί να επηρεάσει την ανάπτυξη και εξέλιξη του ατόμου συνολικά. Σημαντική, εξάλλου, είναι η πρώιμη ανίχνευση δυσκολιών και ο προσδιορισμός των ιδιαίτερων εκπαιδευτικών αναγκών του κάθε μαθητή, και, εν συνεχεία, ο σχεδιασμός παρεμβατικών προγραμμάτων κατάλληλων για την αντιμετώπιση των προαναφερόμενων και την κατάλληλη υποστήριξη. / In preschool pedagogy, child's body is the instrument for the integration of comprehensive and balanced development. Children complete their overall development, as their body evolves; this development affects their learning and socio-emotional life and, subsequently, to a large extent, their academic course. However, in several motor activities, the whole person is always involved and the movements have an emotional, cognitive and social implication. The teaching of psychomotor bases its foundation on the general curricula of kindergarten, emphasing in all-round growth of infants, through their specific educational needs. From the results of research activity up to now, psychomotor therapy has a beneficial effect on motor skills of students and supports significantly those who have poor motor performance or developmental disorders (Cooley, Oakman, McNaughton & Ryska, 1997; Hamilton, Goodway & Haubensticker, 1999; Karabourniotis, Evaggelinou, Tzetzis & Kourtessis, 2002; Rintala, Pienimäki, Ahonen, Cantell & Kooistra, 1998; Σπανάκη, 2008; Spanaki, Skordilis & Venetsanou, 2010; Zimmer, Christoforidis, Xanthi, Aggeloussis & Kambas, 2008; Venetsanou, Kambas, Sagioti, Giannakidou, 2009). Simultaneously, in the space of kindergarten, the activities with some technical theatrical actions have high value , as they support the smooth integration of infants in the nursery team and their socialization as well as develop their skills, which evolve in this age. However, their role as far as dealing with students facing socio- emotional or learning difficulties difficulties in adapting, even people with special educational needs can be considered really important. This thesis examined the effect of the intervention psychomotor program with elements of theatrical play in motor, cognitive and emotional development of preschoolers with and without special educational needs. The effect of this program was examined in public school students, students with deafness / hearing loss, but also in students attending integration classes in 'general' kindergarten. The sample consisted of two parts, from: a) 2 kindergartens with deaf students (N = 13), b) two kindergartens with pupils 'general' population (N = 41) and c) two kindergartens with students attending rehabilitation classes (N = 9). Through random sampling, the one part of each population group formed the experimental group and the other part the control group, respectively (random selection) (Thomas, & Nelson, 2003). The initial assessment included tests evaluating motor, cognitive and emotional development of all participants, using the ‘Bruininks-Oseretsky Test of Motor Proficiency’ (Bruininks, 1978), ‘Athena test’ (Paraskevopoulos & Paraskevopoulou, 2011), and ‘Questionnaire inter-personal and intra-personal adjustment’ (ALCO) (Paraskevopoulos & Giannitsas, 1999), each of the above evaluations, respectively. The design of the intervention program Psychomotor Education with signs of dramatic play was done in collaboration with the teachers of the selected sections, attended the experimental groups proceeded to execution. The psychomotor program was based on the individual needs and abilities of each student and included activities well adapted to the principles of PsA, according to Zimmer (2007), in combination with elements of theatrical game and was held in the groups that were selected as experimental groups randomly (Thomas, & Nelson, 2003). The groups remained as control groups OE followed the normal daily schedule of every kindergarten. The experimental intervention period lasted two and a half months (10 weeks) in total, with a frequency of two times a week. At the end of the experimental intervention, the reassessment of participants regarding kinetic, cognitive and emotional development, for all groups (experimental and control) followed, with the same research tools used for the initial evaluation. To Statistical Program of Social Sciences (Statistical Package for the Social Sciences, SPSS 13) was used for the purposes of research. Specifically, three 2x2 ANOVA analyses evaluated the effect of the intervention program on kinetics, cognitive and emotional development of kindergarten students. The survey results showed significant interactions existing between the experimental group and the time of assessment regarding the motor skills of all populations ('general', deaf and those attending inclusive classes). Moreover, there were significant interactions of the intervention program for the experimental group compared with the control group of all populations on cognitive skills. The results of the research also showed significant interaction to the psychosocial skills of participants in the group of 'general' population, while there was no significant interaction for the group of deaf and those attending inclusive classes, regarding psychosocial skills. The results of this study highlight the importance of psychomotor programs in the educational process in order to support students with respect to their motor, cognitive and psychosocial development. Modern educators should be informed and take advantage of programs like this intrusive one, in order to aim at further improvement of the capabilities of their students. The appropriate intervention program based on psychomotor education can affect the growth and development of the whole person. Besides, the early detection and identification of the difficulties as well as the special educational needs of each student, and, subsequently, the design of appropriate intervention programs to address the above with the appropriate support is a very important issue.

In a school system with fewer teachers, larger groups, and less resources, functionally oriented music therapy (FMT) could be a useful method of helping children function better at school.  In what way can FMT help improve children’s ability to deal with the challenges facing them at school?  During a project that lasted for 26 weeks, two children from a Swedish preschool class were offered individual FMT once a week.  The group as a whole was divided in two and offered group music (according to the Music in preparation for school (MUISC) programme) every second week.  There was an interview with the teacher, along with an assessment of function for the two individuals, at the beginning and at the end of the project.  The two individuals receiving regular FMT functioned better at school at the end of the project.  FMT could be an effective resource to help improve children’s ability to deal with the challenges facing them at school.

O objetivo deste estudo foi verificar as oportunidades de estimulação motora em quatro diferentes contextos (Ambiente familiar, Escolas de Educação Infantil/creches, Instituições/abrigos e um Presídio) (artigo 1), descrever o desenvolvimento motor e social das crianças no quatro contextos (artigos 2 e 3) e verificar a associação entre as oportunidades de estimulação presentes nos contextos com o desenvolvimento motor de crianças no primeiro ano de vida (artigo 4). A amostra desta pesquisa foi de 89 crianças com idades entre 0 e 12 meses incompletos (25 crianças no ambiente familiar, 26 crianças nas creches, 23 crianças nos abrigos e 15 crianças no presídio). Os instrumentos utilizados na coleta de dados foram: 1) Affordances in the Home Environment Motor Development (AHEMD-SR); 2) Alberta Infant Motor Scale (AIMS); 3) Questionários estruturados com questões referentes a caracterização das mães, educadoras/cuidadores e responsáveis legais das crianças. Os resultados apresentados no artigo 1, dos quatro contextos de desenvolvimento infantil avaliados, a creche foi o ambiente que ofereceu mais oportunidades para o desenvolvimento conforme avaliado pelo instrumento em todos os quesitos apresentados pelo instrumento e também na quantidade de itens de cada quesito, em relação aos demais contextos avaliados. Em relação ao artigo 2, que avaliou o desenvolvimento motor das crianças nos quatro contextos de desenvolvimento, foi possível verificar que a prevalência de atraso no desenvolvimento motor da amostra estudada foi no ambiente das creches, onde 39% das crianças apresentaram atrasos, seguidas das crianças dos abrigos (30%). As crianças avaliadas no ambiente familiar e no presídio apresentaram maiores percentuais na classificação de normalidade no desenvolvimento motor sendo 48% das crianças do ambiente familiar e 47% do presídio. Em relação ao artigo 3, em que avaliou o perfil social das crianças, foi possivel constatar que as crianças que as mães estiveram presentes (ambiente familiar e presídio) e com quem permaneciam a maior parte do tempo obtiveram melhores desempenhos nas áreas motora e social, quando comparados com crianças que permaneciam em ambientes coletivos na maior parte do dia (creches) ou o dia todo (abrigos). E no artigo 4, foi verificada que houveram poucas associações entre os contextos de desenvolvimento e as variáveis avaliadas pelo AHEMD-SR. O ambiente familiar foi o local que apresentou mais associações entre o desenvolvimento motor e as oportunidades de estimulação motora, e foi o local onde as crianças obtiveram melhor classificação relacionada ao desempenho motor. Conclui-se que os contextos de desenvolvimento (Ambiente familiar e Presídio) em que as relações da criança com um adulto sensível (no caso as mães), capazes de reconhecer as necessidades das crianças e responder a elas adequadamente, constituiram o ambiente mais favorável para o para o desenvolvimento. Questiona-se a adequação das creches e abrigos como ambientes de desenvolvimento, por causa dos possíveis riscos para as crianças, determinados pela incapacidade de prover os tipos de cuidados requeridos para crianças, em especial no primeiro ano de vida. / The purpose of this study was to verify motor stimulation opportunities in four different contexts (Family environment, Child Educational School, Shelters and a Prison) (article 1), to describe motor and social development of children in each context (articles 2 and 3) and to verify association between stimulation opportunities found in the contexts and motor development of children at their first year of life (article 4). The sample of this research was composed of 89 children aging between 0 and 12 incomplete months (25 children in a family environment, 26 children in child educational schools, 23 children in shelters and 15 children in a prison). The instruments used to collect the information were: 1) Affordances in the Home Environment Motor Development (AHEMD); 2) Alberta Infant Motor Scale (AIMS); 3) Structured questionnaires with questions regarding to mothers, educators/child care providers and legal responsible adults of the children. In article number 1, the results showed that from the four evaluated contexts of child development, the child educational school was the one that offered more opportunities to development as assessed by the instrument in all categories showed by the instrument and also the items quantity in each category, regarding to the other evaluated contexts.Regarding to article number 2, that evaluated motor development in children in four different development contexts, it was possible to verify that motor development delay prevalence in the studied sample was found in the child educational schools, where 39% of the children showed delays, followed by children in shelters (30%). Children evaluated in family environment and in the prison showed higher percentage in classification of normality in motor development, 48% of the children in family environment and 47% in the prison. Regarding to article number 3, that evaluated social profile of children, it was possible to detect that children whose mothers were close (family environment and prison) and who spent a lot of time with them had better performance regarding to motor e social development, when compared to children who remained in common environments most of the day (child school) or the whole day (shelters). In article number 4 it was verified that there were few associations between development contexts and variables assessed by the AHMED-SR. Family environment was the place that showed more associations between motor development and motor stimulation opportunities, and it was the place where children had a better classification related to motor development. It’s possible to conclude that development contexts (Family environment and Prison) where there was a relationship between the child and a sensible adult (in this case the mothers), who was capable of recognizing the child’s needs and answer them appropriately, were environments more suitable to development. Making child schools and shelters environments more appropriate for child development is something questionable, because of possible risks to children, determined by incapability of providing required care and attention to children, especially in their first year of life. / El objetivo de este estudio fue verificar las oportunidades de estimulación motora en cuatro contextos diferentes (Ambiente familiar, Guarderías/Escuelas de Educación Infantil, Instituciones de Albergue y Presídio) (artículo 1), describir el desarrollo motor y social de niños en cuatro contextos (artículos 2 y 3) y verificar la asosociación entre las oportunidades de estimulación presentes en los contextos con el desarrollo motor de niños en el primer año de vida (artículo 4). La muestra de esta pesquisa fue de 89 niños con edades entre 0 e 12 meses incompletos (25 niños en el ambiente familiar, 26 niños en guarderías, 23 niños en albergues y 15 niños en presídio). Los instrumentos utilizados en el levantamiento de datos fueron: 1) Affordances in the Home Environment Motor Development (AHEMD); 2) Alberta Infant Motor Scale (AIMS); 3) Cuestionarios estructurados con cuestiones referentes a la caracterización de las madres, educadoras/cuidadores y responsables legales de niños. Los resultados presentados en el artículo 1, de los cuatro contextos de desarrollo infantil evaluados, la guardería fue el ambiente que ofereció más oportunidades para el desarrollo conforme lo evaluado por el instrumento en todas las cuestiones presentadas por el instrumento y también en la cantidad de itens de cada cuestión, en relación a los demás contextos evaluados. En relación al artículo 2, que avaluó el desarrollo motor de niños en los cuatro contextos de desarrollo, fue posíble verificar que la prevalencia de atraso en el desarrollo motor de la muestra estudiada fue en el ambiente de las guarderías, donde 39% de los niños presentaron atrasos, seguidos de los niños de los albergues (30 %). Los niños evaluados en el ambiente familiar y en el presídio presentaron mayores percentuales en la clasificación de normalidad en el desarrollo motor siendo 48% de los niños del ambiente familiar y 47% del presídio. En relación con el artículo 3, en que se evaluó el perfil social de los niños, fue posible constatar que los niños que las madres estubieron presentes (ambiente familiar y presídio) y con quien permanecían la mayor parte del tiempo obtuvieron mejores desempeños en las áreas motora y social, cuando comparados con niños que permanecían en ambientes colectivos en la mayor parte del día (guarderías) o todo el día (abrigos). Y en el artículo 4, fue verificado que hubieron pocas asociaciones entre los contextos de desarrollo y las variables evaluadas por el AHEMD-SR. El ambiente familiar fue el local que presentó más asociaciones entre el desarrollo y las oportunidades de estimulación motora, y fue el local donde los niños obtuvieron mejor clasificación relacionada al desarrollo motor. Se concluye que los contextos de desarrollo (Ambiente familiar y Presídio) en que las relaciones del niño con un adulto sensible (en este caso de las madres), capaces de reconocer las necesidades de los niños y responder a ellas adecuadamente, constituyeron el ambiente más favorable para el desarrollo. Se cuestiona la adecuación de las guarderías y los albergues como ambientes de desarrollo, por causa de los posibles riesgos para los niños, determinados por la incapacidad de proveer los tipos de cuidados requeridos para niños, en especial en el primer año de vida.