Profiling Movement and Gait Quality Characteristics in Pre-School Children

There is a dearth of suitable metrics capable of objectively quantifying motor competence. Further, objective movement quality characteristics during free play have not been investigated in pre-school children. The aims of this study were to characterize children's free play physical activity and investigate how gait quality characteristics cluster with free play in pre-school children (3–5 years old). Sixty-one children (39 boys; 4.3 ± 0.7 years, 1.04 ± 0.05 m, 17.8 ± 3.2 kg) completed the movement assessment battery for children and took part in free play while wearing an ankle- and hip-mounted accelerometer. Characteristics of movement quality were profiled using a clustering algorithm. Spearman's rho and the Mann-Whitney U tests were used to assess relationships between movement quality characteristics and motor competence classification differences in integrated acceleration and spectral purity, respectively. Significant differences were found between motor competency classifications for spectral purity and integrated acceleration (p < .001). Spectral purity was hierarchically clustered with motor competence and integrated acceleration. Significant positive correlations were found between spectral purity, integrated acceleration and motor competence (p < .001). This is the first study to report spectral purity in pre-school children and the results suggest that the underlying frequency component of movement is clustered with motor competence.     

“Whow—when I was going to pretend drinking it tasted coke for real!” Second-language learners' out-of-frame talk in peer pretend play: A developmental study from preschool to first grade

Much research has pointed to the importance of out-of-frame negotiations in peer pretend play for preschool children's social, cognitive and literacy development. However, few studies have investigated the longitudinal relations between out-of-frame talk in preschool and children's oral-language skills when entering school, or the pragmatic language competencies second-language learning children have to draw upon to be involved in this planning and negotiating phase of play. In this study, a group of children, who had Turkish as their first language and Norwegian as their second language, was followed for two years, from preschool to first grade, and videotaped in play with peers (N = 15 at age 4, and N = 23 at ages 5 and 6). In the first part of the analysis, relations between out-of-frame talk in preschool and vocabulary skills and story comprehension in first grade were investigated. The second part of the analysis focused on how children developed in regulating their peers through addressing and opposing others in out-of-frame negotiations. The main findings indicate that out-of-frame talk in the preschool years explained variance in oral-language skills in first grade, and that these second-language learners developed to increasingly address and oppose their peers over this two-year period.     

Moral emotions and the development of the moral self in childhood

Researchers have been emphasizing the importance of moral emotions for young children's moral self. However, the relationship between children's moral self and moral emotions has never been investigated empirically. The present study examined the relationship between children's self-representations about (im)moral behaviour and moral emotions attributions in a sample of 132 elementary-school children (M _age = 8.39 years, SD = 2.50). Participants were presented a newly developed moral self measure, along with a measure of moral emotion attributions. Two dimensions of children's moral self-concept were identified: preference for prosocial behaviour and avoidance of antisocial behaviour. Results revealed a slight decrease in preference for prosocial behaviour with age, as well as an increased correlation between preference for prosocial behaviour and moral emotion attributions. Overall, findings suggest that moral emotions do not play a pivotal role for young children's moral self-concept. Children's moral self-concept becomes increasingly coordinated with moral emotions as they approach adolescence.     

Autonomy as Core of Creativity and Compliance: Moderated Moderation Model of Maternal Parenting Behaviors

Autonomy is one of the core motivators of children’s creativity and (non)compliance. But it is less known how children’s (non)compliance links to later creative potential and how maternal parenting behaviors contribute to those links. This article, as part of a longitudinal study, tested whether preschoolers’ committed compliance and self-assertion related to their potential for motor creativity and how maternal autonomy-supporting and relatedness-supporting behaviors predicted those relations. Eighty-two Chinese children (32 boys) and their families were included. At 38 months, committed compliance and self-assertion were coded from a cleanup task. Maternal autonomy-supporting and relatedness-supporting behaviors were coded from two 5-min mother-child free-plays. At 60 months, the Thinking Creativity in Action and Movement test (TCAM) was used to measure children’s potential for motor creativity. Results showed that after controlling for gender and receptive language, the 38-month-olds’ committed compliance negatively, and self-assertion positively, linked to creative potential at 60 months. Moderation analyses revealed that the association between self-assertion and creative potential was strengthened by maternal autonomy-supporting behavior. This moderating effect, however, was weakened by maternal relatedness-supporting behavior. But maternal parenting behaviors did not moderate the association between committed compliance and creative potential. The limitations of this study were discussed.     

The Structural Relationships of Parenting Style,Creative Personality,and Loneliness

The purpose of this study was to examine the nature of the relationships between children's reports of their mother's and father's parenting style (leniency and acceptance), teacher's reports of children's creative personality, and teacher's reports of children's loneliness in school in a sample of South Korean sixth graders (N = 421). Using structural equation modeling, the results showed that parenting styles that reflected higher levels of leniency were associated with higher levels of loneliness and no relationship with children's creative personality. Parenting styles that reflected higher levels of acceptance were associated with higher levels of creativity in their children, but did not have a direct effect on loneliness. However, there was an indirect effect; the relationship between acceptance and loneliness was mediated by creativity.     

Sleep Problems and Separation Anxiety in Preschool-Aged Children: A Path Analysis

Sleep problems occur frequently in young children, possibly causing detrimental effects on their development. Parental marital difficulties are known to put a burden on children’s sleep and adjustment. However, research concerning the relation between the parental relationship quality and children’s sleep difficulties is rare for preschool-aged children. This study aims to fill in the gap. Initially, caregivers of 94 preschoolers (41 girls and 53 boys, aged 2–6 years) filled in questionnaires providing information on their children’s sleep and anxiety as well as on their own sleep and relationship quality. A path model approach was used to examine two competing theoretical models linking these factors. The conducted path analysis indicated that children’s separation anxiety, β = ?.134, p = .017, as well as their anxiety in general, β = ?.177, p = .024, partially mediated the relation between the parental relationship quality and children’s sleep problems. Parental sleep problems correlated with the relationship quality, r = ?.371, p = .030, but had no significant influence on children’s sleep. The results of our study suggest that children growing up with parents who state a low relationship quality might thus be concerned about the stability of their family system. As a result children’s sleep quality might be compromised due to irritation and feelings of insecurity. The study highlights the importance of the parental relationship as an influence factor in children’s sleep quality.     

Disentangling Fine Motor Skills’ Relations to Academic Achievement: The Relative Contributions of Visual-Spatial Integration and Visual-Motor Coordination

Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5–18 years old, making it possible to examine whether this link remains relevant throughout childhood and adolescence. Furthermore, the majority of research linking fine motor skills and academic achievement has not determined which specific components of fine motor skill are driving this relation. The few studies that have looked at associations of separate fine motor tasks with achievement suggest that copying tasks that tap visual-spatial integration skills are most closely related to achievement. The present study examined two separate elements of fine motor skills—visual-motor coordination and visual-spatial integration—and their associations with various measures of academic achievement. Visual-motor coordination was measured using tracing tasks, while visual-spatial integration was measured using copy-a-figure tasks. After controlling for gender, socioeconomic status, IQ, and visual-motor coordination, and visual-spatial integration explained significant variance in children's math and written expression achievement. Knowing that visual-spatial integration skills are associated with these two achievement domains suggests potential avenues for targeted math and writing interventions for children of all ages.     

DEVELOPMENTAL COGNITIVE AND BEHAVIORAL ACHIEVEMENT OF CHILDREN FROM THREE SOCIOCULTURAL GROUPS*

The present study investigated, under three experimental conditions, the induction of communication messages of 219 7-and 9-year-old children of Anglocelt, Aboriginal, and mainland European heritage in Australia. Children's self-concept and their teachers' ratings of their classroom behavior were also examined. Hierarchical multivariate and univariate analyses of variance were applied to task-specific data sets. On the communication task, significant differences were obtained on Condition (C), Sociocultural Group (SG), Age (A), and SG × Sex. On the self-concept variables, significant differences were obtained on A only. Significant differences on A, SG, and Sex were obtained for the teachers' ratings of children's classroom behavior. Correlations between the communication tasks and behaviour ratings increased systematically as the complexity of the communication tasks increased to the asymptotic levels. The self-concept measures were uncorrelated to both the communication tasks and teachers' ratings. Results suggest the possibility of effective cognitive mediation and the consistency with which teachers value overt communication.     

Children Show Selective Trust in Technological Informants

Although children are often exposed to technological devices early in life, little is known about how they evaluate these novel sources of information. In two experiments, children aged 3, 4, and 5 years old (n = 92) were presented with accurate and inaccurate computer informants, and they subsequently relied on information provided by the previously accurate computer to identify novel objects and answer questions about unfamiliar facts. In a third experiment, 4- and 5-year-olds also expressed a preference for using the accurate computer to find answers on their own and for explaining the inaccurate computer's errors as a function of problems with the device, rather than errors on the part of the human user. These results suggest that young children use prior history of accuracy as a domain-general means of evaluating informants and that children can apply this understanding outside of interactions with other people.     

Effects of Association Instruction on Fourth Graders' Poetic Creativity in Taiwan

In this study, we used a quasi-experimental pretest–posttest mixed design to assess the effect of association instruction on students' poetic creativity. Creativity was judged using the consensual assessment technique. A total of 64 fourth-grade students from two intact classes participated in the study. One class was assigned to the experimental group (n = 34) and the other to the control group (n = 30). Weekly for 5 weeks, the experimental group received 30 minutes of instruction in forming associations, and then each student composed a Chinese free verse based on a given association theme. The control group received traditional writing lectures prior to composing Chinese free verses. Three groups of judges assessed the completed poems (a total of 320 poems), evaluating their creativity on 14 dimensions. The judges included three expert teachers with at least 10 years of teaching experience in Chinese, three teachers who had won awards in nationwide Chinese writing contests, and three professors of children's literature; the overall inter-rater reliability was .85. The experimental group showed greater creativity compared to the control group in number association (d = 1.09), picture association (d = 0.62), and free association (d = 1.07). This article also discusses how to select judges, assessment criteria for children's poetic creativity, and techniques for association instruction to enhance children's poetic creativity.     

Developmental neuropsychological assessment of 4- to 5-year-old children born following Preimplantation Genetic Diagnosis (PGD): A pilot study

The purpose of this pilot study was to evaluate developmental neuropsychological profiles of 4- to 5-year-old children born after Preimplantation Genetic Diagnosis (PGD). Twenty-seven participants received a neurological examination and a battery of neuropsychological assessments including Wechsler Preschool & Primary Scale of Intelligence - Third Edition (WPPSI-III; cognitive development), Preschool Language Scale, Fourth Edition (PLS-4; language development), Wide Range Assessment of Visual Motor Abilities (visual motor abilities), Childhood Autism Rating Scales II (a screening test for autistic spectrum disorders), and the Miles ABC Test (ocular dominance). Parental questionnaires included the Behavior Rating Inventory of Executive Function Preschool Version (BRIEF-P; executive function), Child Behavior Checklist (CBCL) and the Carey Temperament Scales Behavioral Style Questionnaire (socioemotional development and temperament), and the Vineland Adaptive Behavior Scales, Interview Edition, Second Edition (general adaptive behavior). Subjects’ tests results were compared to each test’s norms. Children born after PGD demonstrated scores within the normal or above-normal ranges for all developmental outcomes (mean ± SD): WPPSI-III-VIQ 107.4 ± 14.4 (p = .013), PLS-4-Total 113.2 ± 12.4, p < .001), CBCL-Total 41.1 ± 8.6 (p < .001), BRIEF-P-Global Executive Composite 44.8 ± 9.5 (p = .009). Twelve (44%) of the PGD children had a significant difference between their VIQ and PIQ scores (compared to 27% in the general population). One subject was found to show possible signs of autistic spectrum disorder, although a family history of autism was noted. In conclusion, in this pilot study, children assessed at age 4–5 years and conceived after PGD displayed developmental neuropsychological outcomes within normal limits as compared to their chronologic peers. A larger study is needed to evaluate and follow the neuropsychological development of children born after PGD.     

Intelligence and Creativity: Over the Threshold Together?

Threshold theory predicts a positive correlation between IQ and creativity scores up to an IQ level of 120 and no correlation above this threshold. Primary school children were tested at beginning (N = 98) and ending (N = 70) of the school year. Participants performed the standard progressive matrices (SPM) and the Test of Creative Thinking—Drawing Production (TCT-DP). Each child with IQ ≥ 120 was grade-and-gender matched to a child with IQ < 120. Results in accordance with the threshold theory were found only for female children in the highest grade level (Grade 4). Longitudinal analysis implies that a subgroup of children goes down in IQ and creativity simultaneously, possibly due to motivational issues. Their correlated scores may be a source of evidence for the threshold theory. The relationship between intelligence and creativity is not straightforward and depends on a combination of factors including grade level and gender.     

Association Between Body Mass Index and Motor Competence in Santal Children of Purulia District,India

The purpose of this study was to evaluate the relationship between body mass index and motor competence in Santal children 5–12 years old. A total of 816 Santal children were studied. Children's adiposity status was assessed by body mass index (BMI) for age z-score based on World Health Organization reference data. Motor competence was measured using the Bruininks-Oseretsky Test of Motor Competence (BOT-2). There was no significant difference in mean BMI z-score between Santal boys (0.13 ± 0.07) and girls (?0.14 ± 0.07). Healthy weight (HW) children scored higher (p < .05) in some individual motor subtests (bilateral competence, balance, running speed and agility, upper limb competence, and strength) and in total BOT-2 score (p < .05) compared with scores for underweight (UW) and overweight (OW) children. Nonlinear regression analysis showed that BMI is a significant independent predictor of motor competence (p < .01). Motor competence showed a curvilinear relationship with BMI-z-score, with the lowest point motor scores in strength and upper limb competence (p < .05) for both UW and OW children compared to HW children who scored highest. The results also indicated that gross motor skills, but not fine motor skills, were poorer among children who were UW or OW compared with HW children.     

Measurement of Creative Teaching in Mathematics Class

The current study serves two main purposes: (1) proposing a framework suggesting several conditions that mathematics teachers should establish to increase student creativity, and (2) developing and validating a scale based on the framework, aimed at measuring to what extent mathematics teachers establish a learning environment for their students to foster creativity. The analysis benefited from Sternberg’s Investment Theory of Creativity and Cropley’s framework in addition to other studies on creativity when developing the scale. The participants consisted of two groups of mathematics teachers. Data from the first group (n = 423) were used for exploratory factor analysis. The second group (n = 410) were used for confirmatory factor analysis. Based on results of the exploratory factor analysis, 5 items were removed from the scale. Results of confirmatory factor analysis supported the construct validity of the trimmed scale. Based on these results, there is evidence that the scale can be employed confidently to measure different dimensions of creativity-fostering behaviors of mathematics teachers.     

Teaching for Creativity Scales: An Instrument to Examine Teachers’ Perceptions of Factors That Allow for the Teaching of Creativity

Creativity is valuable for individuals and society; it is thus important to understand how creativity can be fostered and encouraged. Teachers have a unique opportunity to promote creativity among their students. Teaching for Creativity Scales analyze constructs that influence teachers’ perceptions of teaching for creativity. Approximately 650 teachers completed the survey. In the exploratory factor analysis, the items fit a 4-factor structure, producing 4 subscales: teacher self-efficacy, environmental encouragement, societal value, and student potential. The instrument was revised and distributed to additional teachers for a confirmatory factor analysis. With a few item deletions, the proposed model was a good fit for the data (CMIN/df = 1.819, CFI = .923, TLI rho2 = .917, RMSEA = .053). With continued testing and revisions, this instrument could be useful for measuring perceptional changes due to designed interventions, comparing different populations of teachers, and describing creativity perceptions at a given school.     

Dependency and Independence in Young Children

The present study investigated the hypothesis that a positive relation exists between self-concept and moral judgment in young children. In the first experiment 40 kindergarten children between the ages of 5–1 and 6–6 with mental ability scores ranging from 82 to 144 were each administered a self-concept appraisal and a series of Piagetian moral dilemmas. Product-moment correlations and a multiple-regression analysis evaluated the relationship. When the self-concept and moral-judgment scores were collapsed, all of the moral-judgment factors correlated significantly with at least one self-concept factor. A second experiment tested the implications of the first. Eighty-five children between the ages of 5–11 and 8–4 were given the self-concept and moral-judgment measures. An eight-week communications-training session for randomly selected parents of children scoring below the mean on the self-concept measure was held. Posttesting showed no improvement in self-concept for the experimental group. Implications of these experiments are discussed.     

Availability of three-year-old kibbutz children to mothers and metapelets in two functional contexts

Responsiveness and availability of kibbutz children to mothers and to metapelets in two functional contexts were studied. Thirty-three 3-year-old children, participated in the study. Every child participated twice in two co-construction tasks: once with the mother and once with the metapelet. A factor analysis conducted over the present categories yielded six orthogonal factors: Three pertained to cooperative child involvement of the adult and three referred to oppositional involvement. Analyses of variance indicated that children involved the mother more often than the metapelet in their activities and were more responsive to her. Additional analyses conducted on each factor separately showed that this higher level of involvement of the mother was evident in the cooperative factors. The children's involvement of the adults and their responsiveness to the adults' bids differed significantly between tasks. © 1997 Michigan Association for Infant Mental Health     

Acute Aerobic Exercise Enhances Students’ Creativity

The purpose of this study was to evaluate the effectiveness of an aerobics games class on creativity in children during the school day. Participants were 96 students (age = 9.84 ± 1.12 years), 48 girls and 48 boys. The students were randomly assigned to the experimental group (EG, n = 48) or the control group (CG, n = 48). The Prueba de Imaginación Creativa-Niños (PIC-N) test was employed to assess narrative and graphic creativity. The EG took part in an aerobic games session lasting 45 min; the CG did not take part in a physical education class on that school day. As for group × time interaction, the EG experienced significant improvements in all creativity variables except in graphic originality, graphic titles, and graphic details. The CG did not improve any creativity variables. The findings suggest that acute aerobic exercise can enhance students’ creativity, which could be important for academic achievement.     

Creativity and Intelligence Revisited: A Latent Variable Analysis of Wallach and Kogan (1965)

Many decades of research have shown that creativity and intelligence are modestly related. Some studies, however, have found that creativity and intelligence are essentially unrelated. The best example may be Wallach and Kogan's (1965 Wallach , M. A. , & Kogan , N. ( 1965 ). Modes of thinking in young children: A study of the creativity–intelligence distinction . New York : Holt, Rinehart, & Winston . [Google Scholar]) landmark study of 151 children. In that study, 10 measures of creativity didn't correlate with 10 measures of intelligence and academic achievement (average r = .09). The present research reanalyzed these data using latent variable analysis, which can (a) assess the relations between latent creativity and intelligence variables and (b) model method variance shared by the creativity tasks. Consistent with past research, the latent originality and fluency variables significantly predicted intelligence. The relations' magnitude (around r = .20) was consistent with past research, suggesting that Wallach and Kogan's data replicate other studies of creativity and intelligence.