The Correlation between Residual Primitive Reflexes and Clock Reading Difficulties in School-Aged Children-A Pilot...

Area of Science:

• Developmental Pediatrics
• Neuroscience
• Educational Psychology

Background:

• Primitive reflexes (PR) are crucial for infant development.
• Their persistence beyond typical developmental milestones may indicate underlying neuromotor challenges.
• Understanding these links can inform early intervention strategies.

Purpose of the Study:

• To investigate the relationship between primitive reflexes and time-telling abilities in primary school children.
• To assess the correlation between specific primitive reflexes and the skill of reading an analogue clock.
• To determine if neuromotor maturity influences time-telling proficiency.

Main Methods:

• Assessed 28 primary school children for five primitive reflexes (ATNR, STNR, Spinal Galant, TLR, Palmar grasp) and balance/proprioception using Romberg's test.
• Evaluated participants' ability to read analogue clocks and calculate time passage.
• Calculated correlation coefficients to analyze the relationship between reflex persistence and time-telling skills.

Main Results:

• A negative correlation was observed between analogue clock reading ability and the presence of certain primitive reflexes.
• Higher scores for primitive reflexes (indicating lower neuromotor maturity) correlated with poorer clock-reading skills.
• Persistence of the STNR, ATNR, and positive Romberg's test showed the strongest correlation with difficulties in telling time.

Conclusions:

• The continued presence of primitive reflexes is associated with challenges in reading analogue clocks and telling time.
• Neuromotor maturity, as indicated by reflex development, plays a significant role in the acquisition of time-telling skills.
• Early identification of persistent primitive reflexes may be beneficial for children struggling with temporal concepts.