Sensorimotor Function, Cognitive Ability, and Foundational Academic Readiness in Preschoolers

Chang, M. (Mei)¹, , , , , , ,
¹University of North Texas, USA

 

Submission type

Oral only

Scheduled

Room 119, 12-07-2019, 14:00 - 15:30

Keywords

School Readiness, Sensorimotor Function, Cognitive Development, Early Childhood

Summary

Despite the critical role of sensory-motor functions plays in cognitive development during early childhood, the impact of sensory-motor functions on foundational academic readiness in young children is unclear.  The present study examined (1) the relationship between sensory-motor functions and cognitive development and (2) foundational academic concepts in relation to cognitive functioning in a preschool population.  One hundred and thirty-five (135) typically developed kindergarteners without known disorders/disabilities (50% Caucasian, 20% Asian, 12.5% Latino/Hispanic, 7.5% African American, 10% multiracial; 43% boys) were administered the tests of cognitive ability, academic readiness, and sensory-motor functions. Correlational and regression analyses were conducted.  The findings suggested the informative predictive nature of sensory-motor functions in academic readiness and cognitive ability, with substantial differences in contributions of sensory-motor measures to foundational academic readiness and cognitive development in preschoolers.  The study findings implicate the potential benefits in systematically screening sensory-motor functions in young children upon school entry to filter in young children who may be at risk of academic difficulties.  Teachers and school-based professionals (e.g., school psychologists) may help young children reap the potential benefits of enhanced achievement in foundational academic readiness through promoting sensorimotor functions regardless of the initial sensorimotor ability upon school entry.

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