The effect of social disadvantage on motor development in young children: a comparative study
The effect of social disadvantage on motor development in young children: a comparative study
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DOI：
10.1111/j.1469-7610.2007.01814.x
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发表时间：
2007-12-01
影响因子：
7.6
通讯作者：
Jordan-Black, Julie-Anne
中科院分区：
文献类型：
--
作者：
McPhillips, Martin;Jordan-Black, Julie-Anne
背景：实证研究表明，社会劣势对语言及相关认知技能（如阅读）的发展有负面影响。然而，关于社会劣势对运动发展的影响，目前还没有相应的研究。本研究的主要目的是探讨社会劣势对幼儿运动发展的影响。此外，我们还探讨了早期神经运动指标与语言和阅读能力之间的可能联系。方法：采用北爱尔兰多重剥夺措施，以社会劣势综合措施为基础，确定两个截然不同的地区。我们采用标准化的运动评估方法和运动神经发育测量方法，调查了社会劣势对每个地区主流学校239名4-5岁儿童和276名7-8岁儿童运动能力的影响。我们使用标准化的接受性语言和阅读评估来评估运动能力和语言/阅读能力之间可能存在的联系。结果：社会劣势对运动技能有显著的负面影响，在两个年龄组中，在男性和女性中都有。研究还发现，社会劣势对语言和阅读方面的成就也有类似的负面影响。来自社会劣势地区的儿童在运动和接受性语言方面的成就与他们的优势同龄人相比有明显的缺陷。此外，我们揭示了早期运动发育和阅读成就的神经发育测量之间的重要预测关系。结论：在社会弱势地区长大的儿童可能有特别的运动风险，包括神经发育、迟缓以及语言和阅读困难。弱势背景儿童运动和神经运动缺陷的决定因素有待探讨，早期神经运动发展与语言/阅读发展之间的关系有待进一步研究。
Background: Empirical research suggests that social disadvantage has a negative effect on the development of language, and related cognitive skills such as reading. There is, however, no corresponding body of research on the impact of social disadvantage on motor development. The primary purpose of this study was to investigate the impact of social disadvantage on motor development in young children. In addition, we explored a possible link between an early neuromotor indicator and attainments in language, and reading. Methods: The Northern Ireland Multiple Deprivation Measure was used to identify two contrasting districts based on a composite measure of social disadvantage. We investigated the effect of social disadvantage on the motor attainments of a sample of 239 children aged 4-5 years, and 276 children aged 7-8 years attending mainstream schools in each district using a standardised motor assessment battery, and a motor neurodevelopmental measure. We used standardised receptive language and reading assessments to evaluate possible associations between motor and language/reading attainments. Results: There was a significant negative effect of social disadvantage on motor skills, for both age groups, and for both males and females. A similar negative effect of social disadvantage on attainments in language, and reading was also found. Children from areas of social disadvantage had significant deficits in motor and receptive language attainments relative to their more advantaged peers. In addition, we revealed a significant predictive relationship between a neurodevelopmental measure of early motor development and reading attainment. Conclusions: Children growing up in socially disadvantaged areas may be at particular risk of motor, including neurodevelopmental, delay, as well as language and reading difficulties. The determinants of motor and neuromotor deficits in children from disadvantaged backgrounds should be explored, and the relationship between early neuromotor development and language/reading development requires further investigation.