Developmental Relations among Motor and Cognitive Processes and Mathematics Skills

Autor/inn/en	Kim, Helyn; Duran, Chelsea A. K.; Cameron, Claire E.; Grissmer, David W.
Titel	Developmental Relations among Motor and Cognitive Processes and Mathematics Skills
Quelle	89 (2018) 2, S.476-494 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Kim, Helyn) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12752
Schlagwörter	Child Development; Visual Perception; Psychomotor Skills; Attention; Mathematics Skills; Young Children; Kindergarten; Grade 1; Grade 2; Grade 3; Longitudinal Studies; Correlation; Age Differences; Developmental Stages; Cognitive Processes + Suchen Sie Ihr Suchwort? Kindesentwicklung; Visuelle Wahrnehmung; Psychomotorische Aktivität; Aufmerksamkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Age; Difference; Age difference; Altersunterschied; Cognitive process; Kognitiver Prozess
Abstract	This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty-five 5-year-olds (kindergarteners) and one hundred nineteen 6-year-olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed. [This article was published in "Child Development" (EJ1172408).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01