The Relationship between Gross Motor Skills and School Readiness in Early Childhood: Making the Case in South Africa

Autor/inn/en	Sherry, Kate; Draper, Catherine E.
Titel	The Relationship between Gross Motor Skills and School Readiness in Early Childhood: Making the Case in South Africa
Quelle	In: Early Child Development and Care, 183 (2013) 9, S.1293-1310 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2012.721358
Schlagwörter	Foreign Countries; School Readiness; Developing Nations; Psychomotor Skills; Poverty; Early Childhood Education; Preschool Children; Government Role; Nongovernmental Organizations; Preschool Teachers; Disadvantaged Youth; Cognitive Development; Play; Intervention; South Africa + Suchen Sie Ihr Suchwort? Ausland; Readiness for school; School ability; Schulreife; Developing country; Developing countries; Entwicklungsland; Psychomotorische Aktivität; Armut; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Benachteiligter Jugendlicher; Kognitive Entwicklung; Spiel; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Early childhood development (ECD) has gained substantial recognition in South Africa (SA) as a key issue to be addressed, but inequities and deficits remain evident, despite progressive policy and widespread effort by a range of role players in the non-governmental sector. ECD in SA requires far more attention if these are to be rectified, and school readiness is a particular area of concern. Previous research indicates that gross motor skills may positively impact on school readiness outcomes in disadvantaged SA children. This paper outlines school readiness deficits in disadvantaged SA children and presents an argument for using gross motor skill interventions to address these. This argument can hopefully form the basis for future gross motor skill interventions aimed at improving school readiness among disadvantaged children in a range of settings. Insight gained from the situation in SA may serve to assist those in other countries facing similar challenges with ECD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10