Improved gross and fine motor skills have significant cognitive and socioemotional implications. Early motor development has been used for a long time as a foresight for later age motor and cognitive development. Researchers have long realized that specific motor development milestones, like walking or crawling, can help doctors and parents track early development in their children. Recently, they have learned that those milestones may be a useful tool for predicting later age development. Research shows that how quickly some children achieve major motor development milestones were predictors of later age performance in memory. If using early development as a predicting agent for later age development in children is a reliable option, then
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Of these participants, 33 children aged from 6 years to 11 years and 6 months were included in the follow-up at school age. Of the 33 children assessed, 17 were boys and 16 were girls. The ASQ questionnaires were posted to parents before their child reached the age indicated by the questionnaire of which all 4, 6, 8, 12, 16, 18, 20, 24, 30, 36, and 48 month questionnaires were provided. The questionnaires contain 30 simply worded items requiring a fourth to sixth grade reading level, with each questionnaire containing the five subsections, which included communication, fine motor, gross motor, personal-social, and problem solving skills. Once children reached school age, they were assessed using the MAND and the WISC-IV. The MAND is a test that consists of five fine motor and five gross motor tasks. Fine motor tasks include timed performance of transferring beads in a box, and beads on a rod, finger tapping, turning a nut into a bolt, and sliding a peg on a rod as slowly and smoothly as possible. Gross motor tasks include hand strength, touching finger to nose, distance jumping, walking on a line heel to toe, and standing on one foot. The WISC-IV is a test that consists of 15 subtests including comprehension, similarities, and vocabulary subtests with information and word reasoning, cancellation, arithmetic and picture completion as supplementary
Of these participants, 33 children aged from 6 years to 11 years and 6 months were included in the follow-up at school age. Of the 33 children assessed, 17 were boys and 16 were girls. The ASQ questionnaires were posted to parents before their child reached the age indicated by the questionnaire of which all 4, 6, 8, 12, 16, 18, 20, 24, 30, 36, and 48 month questionnaires were provided. The questionnaires contain 30 simply worded items requiring a fourth to sixth grade reading level, with each questionnaire containing the five subsections, which included communication, fine motor, gross motor, personal-social, and problem solving skills. Once children reached school age, they were assessed using the MAND and the WISC-IV. The MAND is a test that consists of five fine motor and five gross motor tasks. Fine motor tasks include timed performance of transferring beads in a box, and beads on a rod, finger tapping, turning a nut into a bolt, and sliding a peg on a rod as slowly and smoothly as possible. Gross motor tasks include hand strength, touching finger to nose, distance jumping, walking on a line heel to toe, and standing on one foot. The WISC-IV is a test that consists of 15 subtests including comprehension, similarities, and vocabulary subtests with information and word reasoning, cancellation, arithmetic and picture completion as supplementary