Realistic Studies of Developmental Support for Clumsy Child Syndromes

近年来，随着学习障碍研究的不断深入，学龄前儿童笨拙综合征教育治疗的重要性日益受到重视。在《学龄前儿童笨拙发育评价的发展与应用》中，我们提出了一种基于神经心理学和运动学方面的筛选方法。（Kobayashi, Iimura, 1999）本研究有两个目的。一是阐明笨拙儿童身体运动的成长，以便为这些有笨拙儿童综合症的儿童提供发展支持。另一个是验证这些孩子是否值得教育。本研究由研究一至研究四章组成，如下所示。在研究一中，对笨拙儿童综合症的发展支持的基础研究。在基础研究中，我们开发了基于观察法的运动技能评估（MAS），以掌握学龄前儿童身体协调能力的发展。通过对824名3 ~ 6岁学龄前儿童进行MSA分析，明确了儿童运动技能发展的实际情况。此外，我们按年龄组分析了每个项目的通过率，并选择了作为身体协调能力增长指标的动作技能项目。结果表明，可以通过观察方法掌握身体协调能力的增长，并且可以利用MSA项目进行任务，以促进学龄前笨拙儿童综合征儿童的成长。在研究II中，我们分析了41例笨拙儿童综合征患儿在应用MSA后运动技能的增长情况。因此，有笨拙儿童综合症的学龄前儿童在很大程度上缺乏日常生活中观察到的运动技能。在研究三中，我们考察了护理环境运动对学龄前儿童身体协调性发育的影响。对某幼儿园211名幼儿的身体协调能力发育情况进行了分析。结果发现，环境（运动环境）对身体协调性的成长是非常重要的。然后，为了验证笨手笨脚儿童综合征患儿的可教育性，我们对7名需要支持的笨手笨脚儿童进行了随访，分析了他们在身体协调性成长方面的变化。结果是，幼儿园的运动教育提高了身体协调的功能方面。从上面提到的所有研究中，我们在研究四中展示了我们对笨拙儿童综合症发展支持的基本思考方式。对于患有笨拙儿证的患儿，应在运动教育的基础上进行支持，因为运动教育作为一种支持笨拙儿的方法是有效的。我们开发了新的运动工具，以支持学龄前儿童的笨拙儿童综合症。我们还为该工具开发和准备了程序。少

In recent years the importance of the educational treatment of preschool children with clumsy child syndromes has been stressed with the development of research on learning disorders. In The Development and Application of Growth Assessment related to Clumsiness of Preschool Children, we developed a method for screening on the basis of neuropsychological and kinematic aspects.(Kobayashi, Iimura, 1999) This study has two aims. One is to throw light on the growth of the body movement of clumsy children in order to give developmental support to these children with clumsy child syndromes. The other is to verify whether these children are educable or not. This study is composed of four chapters from Study I to Study IV, as in the following.In Study I, the fundamental studies of developmental support for clumsy child syndromes. In the fundamental studies we have developed Movement Skill Assessment (MAS) based on an observing method to grasp the growth of the body coordination of preschool chi … More ldren. Having applied this MSA to 824 preschool children from three to six years old, we have made clear the actual condition of the growth of movement skill.In addition, we have analyzed the passing rate of each item by age group and have selected the movement skill items that will be indexes of the growth of body coordination. As a result, it has been disclosed that the growth of body coordination can be grasped by an observing method and also that MSA items can be utilized for a task to foster the growth of preschool children with clumsy child syndromes.In Study II, we have analyzed the growth of the movement skill of 41 children with clumsy child syndromes in the application of MSA.As a result, it has become clear that preschool children with clumsy child syndromes are largely lacking in movement skill observed in the kinetic play of everyday life.In Study III, we have examined the influence which nursing environment exercises on the growth of the body coordination of preschool children. We have analyzed the growth of the body coordination of 211 children in a nursery school that is giving movement education. As a result, it is found that environment (movement environment) is very important for the growth of body coordination. Then, in order to verify the educability of children with clumsy child syndromes, we have followed up on seven clumsy children in need of support and have analyzed their change in the growth of body coordination. The result is that movement education in a nursery school improves the functional aspects of body coordination.From all the studies mentioned above, we show, in Study IV, our fundamental way of thinking on developmental support for clumsy child syndromes. The children who are suffering from clumsy child syndromes are to be supported on the basis of movement education, for movement education is effective as a method to support clumsy children. We have developed new movement tool in order to support preschool children with clumsy child syndromes. We have also developed and prepared programs for the tool. Less