Motor skill intervention for pre-school children: A scoping review.

Area of Science:

• Pediatrics
• Developmental Psychology
• Occupational Therapy

Background:

• High prevalence of motor skill difficulties in preschool children from low socio-economic backgrounds.
• Motor skill impairment negatively impacts school readiness, academic progress, social skills, and independence.
• Targeting motor skill development is crucial for early childhood well-being.

Purpose of the Study:

• To conduct a scoping review of existing motor skill interventions for preschool children.
• To identify key elements and effective strategies within these interventions.
• To develop a framework for planning interventions for children with motor skill difficulties.

Main Methods:

• Systematic database searches across multiple academic platforms (e.g., PubMed, Scopus).
• Utilized PRISMA-ScR design to select 45 eligible studies focusing on children aged 4-7 years.
• Excluded studies solely on children with specific neurological or physical disabilities.

Main Results:

• Identified 15 distinct intervention approaches, primarily delivered by occupational therapists and physiotherapists.
• Found evidence supporting child-centered, play-based individual and group therapy in school or clinical settings.
• Moderate evidence suggests a 15-week program with two weekly sessions is feasible.

Conclusions:

• Therapeutic intervention is essential for children experiencing motor skill difficulties.
• This review synthesizes intervention components into a practical framework.
• Provides a foundational step for addressing motor skill deficits in underserved preschool populations.