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Early motor skills predict the developmental trajectory of problem solving in young children with motor delays
Rebecca M Molinini1, Natalie A Koziol2, Emily C Marcinowski3
1Motor Development Lab, Virginia Commonwealth University, Richmond, Virginia, USA.
Insights
Early motor skills are crucial for problem-solving development in children with motor delays. Stronger motor skills predict better problem-solving, especially in those with significant delays.
Area of Science:
- Developmental Pediatrics
- Child Psychology
Background:
- Early motor skills, like sitting, are foundational for cognitive development.
- Children with motor delays may face secondary challenges in other developmental areas.
Purpose of the Study:
- To quantify the relationship between early motor skills and problem-solving development in children with motor delays.
- To investigate if the level of motor delay influences this relationship.
Main Methods:
- Assessed motor skills (Gross Motor Function Measure) and problem-solving skills (Assessment of Problem-Solving in Play) in 134 children (7-16 months adjusted age).
- Followed participants up to 5 times over 12 months.
- Grouped children into mild and significant motor delay categories.
Main Results:
- Large, significant correlations (r's = 0.53-0.67) found between motor and problem-solving skills.
- Baseline motor skills predicted current and future problem-solving skills.
- Stronger associations observed in children with significant motor delay.
Conclusions:
- Early motor skills are strong predictors of problem-solving abilities in children with motor delays.
- Children with significant motor delays are at higher risk for secondary problem-solving delays.
- Interventions targeting motor skills may positively impact problem-solving development.
Introduction:
The purpose of this study was to quantify the relationship between early motor skills, such as sitting, and the development of problem-solving skills in children with motor delays.
Methods:
Motor (Gross Motor Function Measure) and problem-solving (Assessment of Problem-Solving in Play) skills of 134 children 7-16 months adjusted age at baseline with motor delay were assessed up to 5 times over 12 months. Participants were divided into two groups: mild and significant motor delay.
Results:
Motor and problem-solving scores had large (r's = 0.53-0.67) and statistically significant (p's > .01) correlations at all visits. Baseline motor skills predicted baseline and change in problem solving over time. The associations between motor and problem-solving skills were moderated by level of motor delay, with children with significant motor delay generally having stronger associations compared to those with mild motor delay.
Conclusions:
These findings suggest that overall baseline motor skills are predictive of current and future development of problem-solving skills and that children with significant motor delay have a stronger and more stable association between motor and problem-solving skills over time. This highlights that children with motor delays are at risk for secondary delays in problem solving, and this risk increases as degree of motor delay increases.
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