Introduction:Previous research highlights the relationship between motor skills and social-emotional behavior in school children (Cummins et al.,2005). The aims of this study were (1) to explore the correlation between motor skills and social-emotional functioning in preschool children, and (2) to analyze the relations with parental behavior. Methods:Parents of 436 children (F=220 girls M=216, aged 36-71 months) completed the following questionnaires: Strength and DifficultiesQuestionnaire (SDQ;Goodman, 1997) and Little Developmental Coordination Disorder Questionnaire (LDCDQ; Rihtman et al., 2011) and Parental Acceptance-Rejection/Control Questionnaire (PARQ; Rohner, 2016). Based on the score of LDCDQ, children were divided into three groups (low, high and average motor competence). These groups were used as Independent Variable in a series of Analyses of Variance with the scores of the SDQ and PARQ dimensions as Dependent Variable. Results:Results showed significant differences between groups: children with low scores in motor skills were higher in emotional difficulties (F 2,305=9,07; p<.001), hyperactivity (F 2,305=12,41; p<.001), peers’ interactions (F 2,305=12,99; p<.001), general difficulties (F 2,305=17,595; p<.001) scores. All the groups differentiated each other in Prosocial behavior (F 2,305=16,98; p<.001), children with higher motor skills have greater social competences. Conduct problems score was lower among the more coordinated children than in the other two groups (F 2,305=4,173; p=.02). Test Tukey-b were all significant p < .05. Finally children with lower levels of motor coordination correspond to more rejecting parents (F 2,46=4,079; p=.02). Conclusion:Our results confirm a relationship between motor skills and social competence in early ages, and suggest that parents’ rejection doesn't favor children’s motor development. Considering these results, we will include in the poster presentation some suggestions for parents to improve children motor development in this age.
IMPROVE MOTOR SKILLS TO DEVELOP SOCIO-EMOTIONAL COMPETENCE IN PRESCHOOL CHILDREN / Caravale, B.; Di Norcia, A.; Grigore, M.; Micci, Y. - (2023). (Intervento presentato al convegno Child Well-being in Formal and Informal Care and Education Contexts: New Perspectives on Intervention tenutosi a Milano).
IMPROVE MOTOR SKILLS TO DEVELOP SOCIO-EMOTIONAL COMPETENCE IN PRESCHOOL CHILDREN
Caravale B.;Di Norcia A.;Grigore M.;Micci Y
2023
Abstract
Introduction:Previous research highlights the relationship between motor skills and social-emotional behavior in school children (Cummins et al.,2005). The aims of this study were (1) to explore the correlation between motor skills and social-emotional functioning in preschool children, and (2) to analyze the relations with parental behavior. Methods:Parents of 436 children (F=220 girls M=216, aged 36-71 months) completed the following questionnaires: Strength and DifficultiesQuestionnaire (SDQ;Goodman, 1997) and Little Developmental Coordination Disorder Questionnaire (LDCDQ; Rihtman et al., 2011) and Parental Acceptance-Rejection/Control Questionnaire (PARQ; Rohner, 2016). Based on the score of LDCDQ, children were divided into three groups (low, high and average motor competence). These groups were used as Independent Variable in a series of Analyses of Variance with the scores of the SDQ and PARQ dimensions as Dependent Variable. Results:Results showed significant differences between groups: children with low scores in motor skills were higher in emotional difficulties (F 2,305=9,07; p<.001), hyperactivity (F 2,305=12,41; p<.001), peers’ interactions (F 2,305=12,99; p<.001), general difficulties (F 2,305=17,595; p<.001) scores. All the groups differentiated each other in Prosocial behavior (F 2,305=16,98; p<.001), children with higher motor skills have greater social competences. Conduct problems score was lower among the more coordinated children than in the other two groups (F 2,305=4,173; p=.02). Test Tukey-b were all significant p < .05. Finally children with lower levels of motor coordination correspond to more rejecting parents (F 2,46=4,079; p=.02). Conclusion:Our results confirm a relationship between motor skills and social competence in early ages, and suggest that parents’ rejection doesn't favor children’s motor development. Considering these results, we will include in the poster presentation some suggestions for parents to improve children motor development in this age.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
