The DOI matches its Crossref record; 39 of the 39 references it cites were found in a registry or an index.
How Are Motor Skills Linked to Children's School Performance and Academic Achievement?
Abstract
Children need a range of skills to transition successfully to formal schooling. In early childhood classrooms, children must master their fine and gross motor skills. In this article, we review the evidence that links motor skills to diverse school outcomes, then describe three sets of cognitive processes—motor coordination, executive function, and visuospatial skills—that are tapped by motor assessments. We then use these processes to explain how motor skills are implicated in children's self-regulation and their emergent literacy and numeracy. We conclude by encouraging theoretical and methodological approaches to clarify the mechanisms that implicate motor skills in school performance and achievement.
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Cites
Cognitive Load During Problem Solving: Effects on Learning
Sweller, J. (1988) · Cognitive Science · doi:10.1016/0364-0213(88)90023-7 · Cited by 11,048 · cited 1×
“For example, the theory of cognitive load assumes finite processing capacity for a given task (35).”
BackgroundWai, J., Lubinski, D., & Benbow, C. P. (2009) · Journal of Educational Psychology · doi:10.1037/a0016127 · Cited by 1,846
The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children
Harter, S., & Pike, R. (1984) · Child Development · doi:10.1111/j.1467-8624.1984.tb03895.x · Cited by 1,352
Diamond, A. (2000) · Child Development · doi:10.1111/1467-8624.00117 · Cited by 1,175
The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children
Harter, S., & Pike, R. (1984) · Child Development · doi:10.2307/1129772 · Cited by 1,104
Ackerman, P. L. (1988) · Journal of Experimental Psychology: General · doi:10.1037//0096-3445.117.3.288 · Cited by 898
A neuropsychological theory of motor skill learning.
Willingham, D. B. (1998) · Psychological Review · doi:10.1037//0033-295x.105.3.558 · Cited by 799
Psychosocial implications of poor motor coordination in children and adolescents
Skinner, R. A., & Piek, J. P. (2001) · Human Movement Science · doi:10.1016/s0167-9457(01)00029-x · Cited by 638
Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014) · Child Development · doi:10.1111/cdev.12184 · Cited by 592
Fine motor skills and early comprehension of the world: two new school readiness indicators.
Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010) · Developmental Psychology · doi:10.1037/a0020104 · Cited by 585
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Cited by
Cadoret, G., Bigras, N., Duval, S., Lemay, L., Tremblay, T., & Lemire, J. (2018) · Human Movement Science · doi:10.1016/j.humov.2017.12.002 · Cited by 64
Motor skills predict adaptive behavior in autistic children and adolescents
Fears, N. E., Palmer, S. A., & Miller, H. L. (2022) · Autism Research · doi:10.1002/aur.2708 · Cited by 45
Fears, N. E., & Lockman, J. J. (2018) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2018.01.017 · Cited by 33
Metadata
- Authors
- Cameron, C. E., Cottone, E. A., Murrah, W. M., & Grissmer, D. W.
- Venue
- Child Development Perspectives
- Publisher
- Oxford University Press (OUP)
- Published
- 2016-03-01
- Volume
- 10
- Issue
- 2
- Pages
- 93-98
- ISSN
- 1750-8592 (ISSN-L)
- 1750-8606
- OpenAlex
- W2300151784
- Cited by
- 284
- References
- 39
- FWCI
- 39.51
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
