As practitioners in the field of speech-language pathology and early childhood education, it is crucial to base our strategies and interventions on data-driven decisions. Recent research published in Frontiers in Psychology sheds light on how various factors such as teacher-rated executive functions (EF), gender, and relative age independently and interactively influence fundamental motor skills (FMS) in kindergarteners.
The study titled Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners utilized a mixed-methods approach to observe and analyze the FMS of 43 Spanish kindergarteners. Teachers completed the Childhood Executive Functioning Inventory to assess the children’s EF, while parents provided data on gender and birth date to determine relative age.
Key Findings
The study's findings highlight several important points:
- Executive Functions: Higher levels of working memory were associated with better performance in locomotor skills such as long jump, while higher inhibition control was linked to better dynamic balance skills like vertical jumps.
- Gender Differences: Girls outperformed boys in tasks related to static balance, such as squatting and overall static balance scores.
- Relative Age Effect: Older kindergarteners (born in the first half of the year) demonstrated superior dynamic balance skills compared to their younger peers.
Implications for Practitioners
Understanding these relationships allows us to tailor our interventions more effectively:
- Targeted Interventions: Interventions can be designed to enhance specific EF components that are linked to particular motor skills. For example, activities that improve working memory could be incorporated to boost locomotor skills.
- Gender-Sensitive Approaches: Recognizing that girls may have an edge in static balance tasks, we can ensure that boys receive additional support in these areas to level the playing field.
- Age-Appropriate Strategies: Given the relative age effect, younger children may benefit from tailored activities that compensate for their developmental lag in dynamic balance skills.
Encouraging Further Research
While this study provides valuable insights, it also opens the door for further research. Future studies could explore additional variables such as socioeconomic status, extracurricular activities, and parental involvement, which might also influence FMS development.
To read the original research paper, please follow this link: Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners.
