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Child Psychomotricity: Development, Assessment, and Intervention

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A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Child and Adolescent Psychiatry".

Deadline for manuscript submissions: closed (5 December 2022) | Viewed by 31591

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Prof. Dr. Ana Rita Matias

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Department of Sport and Health, CHRC–UE - Comprehensive Health Research Centre, University of Évora, Evora, Portugal
Interests: handwriting analysis; neurological disorders; child education and development; assessment; intervention
Special Issues, Collections and Topics in MDPI journals

Dr. Gabriela Almeida

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Comprehensive Health Research Centre (CHRC), Department of Sport and Health, School of Health and Human Development, University of Évora, 7004-516 Évora, Portugal
Interests: child motor development; perception of motor and social competence; psychomotor intervention; assessment and intervention of motor, cognitive, social and emotional development; in typical and atypical development
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Prof. Dr. Guida Veiga

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Department of Sport and Health, CHRC–UE - Comprehensive Health Research Centre, University of Évora, Evora, Portugal
Interests: motor competence; social–emotional competence; social interactions; psychomotor intervention; relaxation; play; assessment and observation

Dr. José Francisco Filipe Marmeleira

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Comprehensive Health Research Center (CHRC), Department of Sport and Health, School of Health and Human Development, University of Évora, 7004-516 Évora, Portugal
Interests: physical exercise; motor fitness; ageing; adapted physical activity; embodiment
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Special Issue Information

Dear Colleagues,

Psychomotricity is based on the interactions between psychic functions, motor (and biological) functions, and motor behavior (gestures, posture, attitude, physical activity, motor skills). The theoretical foundations of psychomotricity are based on neuroscience, psychogenetics, cognitive psychology, and psychoanalysis. As a practice, psychomotricity offers comprehensive care to the individual across their lifespan, including both typical and atypical development. Psychomotricity focuses on three domains of intervention: rehabilitation (to restore adequate functioning), therapy (to deal with disorders with several etiologies), and education (to ensure harmonious development). In these domains, various bodily mediations are used, such as relaxation, therapeutic touch, play, rhythmic activities, body expression and awareness activities, water therapy, equestrian therapy and adapted motor ativities.

Across Europe, the psychomotor profession has gained recognition from other professions and from the rehabilitation, therapeutic and educational communities. Despite its recognition by the community and other professionals, more scientific evidence is needed on the benefits of psychomotricity.

This Special Issue, “Child Psychomotricity: Development, assessment and intervention”, aims to present the research wihin the scope of child psychomotricity, in either the rehabilitational, therapeutuc, or educational fields. For publication, original papers reporting fundamental research, systematic reviews and study protocols that describe complex samples or experimental methods will be considered.

We are looking forward to receiving your contributions.

Kind regards,

Prof. Dr. Ana Rita Matias
Prof. Dr. Gabriela Almeida
Prof. Dr. Guida Veiga
Prof. Dr. José Francisco Marmeleira
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

psychomotor therapy
psychomotor intervention
infancy
childhood
middle childhood
preschool childhood
primary school childhood
neurodevelopmental disorders
psychomotor development and psychopathology

Published Papers (13 papers)

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Editorial

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3 pages, 222 KiB

Open AccessEditorial

Child Psychomotricity: Development, Assessment, and Intervention

by Ana Rita Matias, Gabriela Almeida, Guida Veiga and José Marmeleira

Children 2023, 10(10), 1605; https://doi.org/10.3390/children10101605 - 26 Sep 2023

Viewed by 1191

Abstract

Psychomotricity addresses the interactions between psychic functions, motor (and biological) functions, and motor behavior (gestures, posture, attitude, physical activity, and motor skills) [...] Full article

(This article belongs to the Special Issue Child Psychomotricity: Development, Assessment, and Intervention)

Research

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12 pages, 292 KiB

Open AccessArticle

Translation, Cross-Cultural Adaptation, and Psychometric Properties of Writing Readiness Inventory Tool in Context (WRITIC)

by Paulo Delgado, Filipe Melo, Liesbeth de Vries, Margo Hartingsveldt and Ana Rita Matias

Children 2023, 10(3), 559; https://doi.org/10.3390/children10030559 - 16 Mar 2023

Cited by 1 | Viewed by 1330

Abstract

This article describes the translation and cultural adaptation process of the WRITIC (Writing Readiness Inventory Tool in Context) into European Portuguese. We examined the content and convergent validity, test-retest, and interrater reliability on the norm-referenced subdomain of the Portuguese (PT) WRITIC Task Performance (TP). To establish content validity, we consulted six experts in handwriting. Internal consistency was found with 70 children, test-retest reliability with 65, inter-rater reliability with 69, and convergent validity with 87. All participants were typically developing kindergarten children. Convergent validity was examined with the Beery–Buktenica Developmental Test of Visual-Motor Integration (Beery™VMI-6) and the Nine Hole Peg-Test (9-HPT). On content validity, we found an agreement of 93%, a good internal consistency with Cronbach’s alpha of 0.72, and an excellent test-retest and inter-rater reliability with ICCs of 0.88 and 0.93. Correlations with Beery™VMI-6 and 9-HPT were moderate (r from 0.39 to 0.65). Translation and cross-cultural adaptation of WRITIC into European Portuguese was successful. WRITIC-PT-TP is stable over time and between raters; it has excellent internal consistency and moderate correlations with Beery™VMI-6 and 9-HPT. This analysis of the European Portuguese version of WRITIC gives us the confidence to start the implementation process of WRITIC-PT in Portugal. Full article

(This article belongs to the Special Issue Child Psychomotricity: Development, Assessment, and Intervention)

16 pages, 1971 KiB

Open AccessArticle

Relationship between Product and Process Characteristics of Handwriting Skills of Children in the Second Grade of Elementary School

by Helena Coradinho, Filipe Melo, Gabriela Almeida, Guida Veiga, José Marmeleira, Hans-Leo Teulings and Ana Rita Matias

Children 2023, 10(3), 445; https://doi.org/10.3390/children10030445 - 24 Feb 2023

Cited by 5 | Viewed by 1634

Abstract

The purpose of this study was to analyze the relationship between the quality and speed of handwriting and the process characteristics of the handwriting of children in the second grade of elementary school considered as a function of age and gender. A sample of 57 children (mean age 7.25 years, SD 0.43) participated in the study. The Concise Assessment Method for Children’s Handwriting (BHK) was used to assess the quality and speed of handwriting. The characteristics of the process of handwriting were assessed using MovAlyzeR^® software. The handwriting of boys showed a significantly greater number of strokes and slanted more to the right than the handwriting of girls. Handwriting quality and speed significantly correlated with several process characteristics: the number of strokes, reaction time, duration, relative pen-down duration, average pen pressure, vertical size, horizontal size, road length, and average absolute velocity. This research contributes to the construction of normative values in the process characteristics of the handwriting of elementary school children and provides a promising step towards the early identification of difficulties that can lead to dysgraphia, thus preventing later difficulties in handwriting. Full article

(This article belongs to the Special Issue Child Psychomotricity: Development, Assessment, and Intervention)

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12 pages, 1601 KiB

Open AccessArticle

Playing at the Schoolyard: “The Who’s, the What’s and the How Long’s” of Loose Parts

by Joana V. Pereira, Jadiane Dionísio, Frederico Lopes and Rita Cordovil

Children 2023, 10(2), 240; https://doi.org/10.3390/children10020240 - 29 Jan 2023

Cited by 2 | Viewed by 1775

Abstract

Play has a key role in children psychomotor development, and the quality of play spaces can be a facilitator of the former. The physical properties of the environment, such as equipment or material available, can influence children’s behavior. However, it is not clear how the provision of different loose parts impacts children’s play patterns. This study aimed to analyze the influence of four types of loose parts on the time, frequency and number of children using them during free play sessions. We recorded the 1st, 5th and 10th sessions delivered by playworkers in a primary school, with 14 children (M_age = 9.96 years). The available loose parts were categorized, and four types of materials were chosen: tarpaulin/fabrics, cardboard boxes, plastic crates and plastic tubes. The influence of these materials on the time spent using them, frequency of use and number and sex of users (dependent variables) was analyzed. Some tendencies emerged, such as the popularity of tarpaulin/fabrics, but results showed no significant differences between materials. This could mean that the specific physical qualities of each loose part were not determiners of the behavioral domains analyzed. These findings suggest that all types of materials studied can be meaningful for children to engage with in diverse play opportunities. Full article

(This article belongs to the Special Issue Child Psychomotricity: Development, Assessment, and Intervention)

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12 pages, 261 KiB

Open AccessArticle

Teachers’ Knowledge and Attitudes toward Sustainable Inclusive Education for Students with Emotional and Behavioral Disorders

by Keetam D. F. Alkahtani

Children 2022, 9(12), 1940; https://doi.org/10.3390/children9121940 - 10 Dec 2022

Cited by 4 | Viewed by 2081

Abstract

With the growing number of students diagnosed with emotional and behavioral disorders (EBDs), there is a need to understand how teachers perceive those students. A mixed-method research design was used to determine whether there was a relationship between the level of general education teachers’ knowledge of emotional and behavioral disorders (EBDs) and their attitudes toward students with EBDs. The participants in the study were 782 certified elementary regular education teachers. Quantitative data were collected using two questionnaires, the Knowledge of Emotional and Behavioral Disorders Questionnaire (KEBDQ) and the General Educators’ Attitudes toward Emotional and Behavioral Disorders Questionnaire (GEAEBDQ). Descriptive analysis and Pearson correlation coefficients were used to analyze the data. The results of the quantitative data indicated that the teachers’ responses reflected both negative attitudes toward students with EBDs and poor knowledge of EBDs. A significant correlation was found between teachers’ level of knowledge and their attitudes toward students with EBDs. Qualitative data gathered from the interviews were analyzed using the thematic analysis approach. The qualitative findings are in line with the quantitative results. Implementation of professional development training to support general education teachers to acquire knowledge of EBDs may improve teachers’ perceptions of students with EBDs. Full article

(This article belongs to the Special Issue Child Psychomotricity: Development, Assessment, and Intervention)

15 pages, 1020 KiB

Open AccessArticle

Consensus on the Best Practice Guidelines for Psychomotor Intervention in Preschool Children with Autism Spectrum Disorder

by Adriana Frazão, Sofia Santos, Ana Rodrigues, Teresa Brandão, Celeste Simões and Paula Lebre

Children 2022, 9(11), 1778; https://doi.org/10.3390/children9111778 - 19 Nov 2022

Cited by 2 | Viewed by 2284

Abstract

Psychomotor intervention has been used to promote development by the enhancement of psychomotor and socio-emotional competence. However, studies with high-quality evidence, describing psychomotor-intervention processes and outcomes are scarce. Therefore, we aimed to generate expert consensus regarding psychomotor-intervention guidelines to support psychomotor therapists through the design and implementation of interventions for preschool (3–6 years old) children with autism spectrum disorder (ASD). A formal consensus process was carried out, using modified nominal group (phase I) and Delphi survey (phase II) techniques. We recruited 39 Portuguese experts in psychomotor intervention with preschool children with ASD in phase I. Experts participated in at least one of the five online meetings, discussing themes (e.g., objectives, methods, strategies) concerning psychomotor intervention with preschool children with ASD. A deductive thematic analysis from phase I resulted in 111 statements composing round 1 of the Delphi survey. Thirty-five experts completed round 1, and 23 round 2. The experts reached a consensus (agreement > 75%) on 88 statements, grouped under 16 sections, (e.g., intervention source, general setting, intended facilitation-style), reflecting generic psychomotor-intervention guidelines. Consensus guidelines may be used to support transparent and standard psychomotor interventions, although further studies should be undertaken to determine their efficacy. Full article

(This article belongs to the Special Issue Child Psychomotricity: Development, Assessment, and Intervention)

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13 pages, 303 KiB

Open AccessArticle

Handwriting and Motor-Related Daily Performance among Adolescents with Dysgraphia and Their Impact on Physical Health-Related Quality of Life

by Liat Hen-Herbst and Sara Rosenblum

Children 2022, 9(10), 1437; https://doi.org/10.3390/children9101437 - 21 Sep 2022

Cited by 5 | Viewed by 2226

Abstract

Knowledge is limited about dysgraphia in adolescence and its association with daily motor-related daily performance and health-related quality of life (HRQOL). This study aimed to (1) compare and (2) examine correlations between handwriting measures, motor-related daily performance, and HRQOL of adolescents with and without dysgraphia and (3) examine the contribution of motor-related daily performance and handwriting measures to predict their physical HRQOL. There were eighty adolescents (13–18 yr): half with dysgraphia and half matched controls without dysgraphia per the Handwriting Proficiency Screening Questionnaire and Handwriting Legibility Scale participated. They copied a paragraph script onto a paper attached to the Computerized Penmanship Evaluation Tool digitizer and completed the World Health Organization Quality of Life Questionnaire-brief version and the Adult Developmental Coordination Disorder Checklist (ADC). We found significant between-group differences in motor-related daily performance, handwriting measures, and HRQOL and significant correlations between HRQOL and handwriting process measures and motor-coordination ability. Handwriting measures predicted 25%, and the ADC A and C subscales 45.6%, of the research group’s physical QOL domain score variability. Notably, the control group’s current perceptions of their motor-coordination performance (ADC-C) predicted 36.5% of the variance in physical QOL. Dysgraphia’s negative effects during childhood and adolescence may reduce adolescents’ HRQOL now and into adulthood. Full article

(This article belongs to the Special Issue Child Psychomotricity: Development, Assessment, and Intervention)

9 pages, 288 KiB

Open AccessArticle

Psychomotor Skills Activities in the Classroom from an Early Childhood Education Teachers’ Perspective

by Jorge Rojo-Ramos, María José González-Becerra, Santiago Gómez-Paniagua, Jorge Carlos-Vivas, Ángel Acevedo-Duque and José Carmelo Adsuar

Children 2022, 9(8), 1214; https://doi.org/10.3390/children9081214 - 12 Aug 2022

Cited by 5 | Viewed by 3614

Abstract

Psychomotricity is a tool that allows the development of different capacities, skills and corporal abilities of people. Currently, it is included in early childhood education programmes due to its importance in children’s development, but, even so, it is not always given the role they deserve. Thus, this study aimed to evaluate the perceptions of early childhood education teachers towards the needs and current state of psychomotor skills in the educational context of Extremadura schools and compare the information provided by teachers that work in rural and urban areas. A questionnaire was administered using a tablet and a Google Forms application. The sample consisted of 216 teachers, selected using a non-probability sampling method based on coexistence sampling. The Mann–Whitney U test was applied to determine the relationships between the different items and dimensions according to the location of the school, and Spearman’s Rho test was used to find out if there is any relationship between the age of the teachers and their responses in the different dimensions. The results showed that psychomotor skills do not receive the place they deserve, with insufficient material and facilities, inadequate training, few sessions and inappropriate programming, together with the rest of the components of the cycle. Therefore, it can be concluded that it is necessary to include psychomotor skills in the training of teachers and that the centres should be concerned about providing teachers with the necessary material and spaces for their work. Full article

(This article belongs to the Special Issue Child Psychomotricity: Development, Assessment, and Intervention)

18 pages, 382 KiB

Open AccessArticle

The Assessment of the Psychomotor Profile in Children: Preliminary Psychometric Analysis of the Portuguese Version of the Batterie d’Evaluation des Fonctions Neuropsychomotrices de L’enfant (NPmot.pt)

by Nídia De Amorim, José Parreiral and Sofia Santos

Children 2022, 9(8), 1195; https://doi.org/10.3390/children9081195 - 09 Aug 2022

Cited by 1 | Viewed by 2012

Abstract

Psychomotor assessment is an expanding research field. A deep knowledge of the typical development will allow for better child-centered planning. Due to the scarcity of psychomotor assessment instruments validated in Portugal, our research aims to perform a preliminary analysis of the psychometric properties of the Portuguese version of the Battery for Neuropsychomotor functions evaluation (NPmot.pt). The NPmot.pt was translated and adapted to the Portuguese language/culture and applied to 200 children, 4–12 years old (6 y 10 m ± 0 y 4 m), with (n = 150) and without developmental disorders, attending regular school. For content validity, nine experts classified all items according to their relevance, clarity, simplicity and ambiguity. All indexes (IVC > 0.78) pointed out the representativeness of indicators, corroborated by experts proportion agreement (>0.42), and Cohen’s kappa scores (0.02 > k < 0.95). Reliability was confirmed through internal consistency, with Cronbach alphas/split-half (α > 0.45) and temporal reliability (test-retest technique, 0.45 > r < 0.99). Construct validity was analyzed through domains and domains-total correlations, tending to moderate to strong (0.31 > r < 0.92); exploratory factor analysis pointed out an eight-factor solution, explaining 88.5% of the total variance. For discriminant validity, we conducted a comparative study between children with and without developmental disorders that revealed significant differences (p < 0.05). The NPmot.pt seems to confirm validity and reliability for Portugal; however, more studies are needed. Full article

(This article belongs to the Special Issue Child Psychomotricity: Development, Assessment, and Intervention)

18 pages, 8296 KiB

Open AccessArticle

A Novel Data-driven Approach to Examine Children’s Movements and Social Behaviour in Schoolyard Environments

by Maedeh Nasri, Yung-Ting Tsou, Alexander Koutamanis, Mitra Baratchi, Sarah Giest, Dennis Reidsma and Carolien Rieffe

Children 2022, 9(8), 1177; https://doi.org/10.3390/children9081177 - 05 Aug 2022

Cited by 8 | Viewed by 3421 | Correction

Abstract

Social participation in schoolyards is crucial for children’s development. Yet, schoolyard environments contain features that can hinder children’s social participation. In this paper, we empirically examine schoolyards to identify existing obstacles. Traditionally, this type of study requires huge amounts of detailed information about children in a given environment. Collecting such data is exceedingly difficult and expensive. In this study, we present a novel sensor data-driven approach for gathering this information and examining the effect of schoolyard environments on children’s behaviours in light of schoolyard affordances and individual effectivities. Sensor data is collected from 150 children at two primary schools, using location trackers, proximity tags, and Multi-Motion receivers to measure locations, face-to-face contacts, and activities. Results show strong potential for this data-driven approach, as it allows collecting data from individuals and their interactions with schoolyard environments, examining the triad of physical, social, and cultural affordances in schoolyards, and identifying factors that significantly impact children's behaviours. Based on this approach, we further obtain better knowledge on the impact of these factors and identify limitations in schoolyard designs, which can inform schools, designers, and policymakers about current problems and practical solutions. Full article

(This article belongs to the Special Issue Child Psychomotricity: Development, Assessment, and Intervention)

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11 pages, 303 KiB

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Being Deaf in Mainstream Schools: The Effect of a Hearing Loss in Children’s Playground Behaviors

by Brenda M. S. Da Silva, Carolien Rieffe, Johan H. M. Frijns, Herédio Sousa, Luísa Monteiro and Guida Veiga

Children 2022, 9(7), 1091; https://doi.org/10.3390/children9071091 - 21 Jul 2022

Cited by 3 | Viewed by 2492

Abstract

Naturalistic playground observations are a rich source of information when studying the social interactions of preschool children. On the playground, children can interact with their peers, explore different places and activities, and engage in different types of play. For deaf and hard of hearing (DHH) children, interactions at a playground can be more difficult because of the large number of auditory stimuli surrounding them. Constraints in the access to the social world on the playground might hamper DHH children’s interactions with their typically hearing (TH) peers, activities, and play. This pilot study aimed to examine the playground behaviors of preschool DHH children across three aspects: social levels, type of activities, and play choices. For this purpose, 12 preschool DHH children were observed during recess time, and their behaviors were coded and compared to their 85 TH peers. The preliminary findings indicate that DHH children spend less time in social interactions compared to their TH peers and that they still face difficulties when socially engaging with their TH peers. These findings suggest that interventions should focus on three aspects: the physical environment awareness of TH peers about communicating with DHH children, and the use of exercise play to facilitate social interactions between DHH children and their TH peers. Full article

(This article belongs to the Special Issue Child Psychomotricity: Development, Assessment, and Intervention)

14 pages, 253 KiB

Open AccessArticle

The Psychometric Properties of the Gilliam Autism Rating Scale (GARS-3) with Kurdish Samples of Children with Developmental Disabilities

by Sayyed Ali Samadi, Hana Noori, Amir Abdullah, Lizan Ahmed, Barez Abdalla, Cemal A. Biçak and Roy McConkey

Children 2022, 9(3), 434; https://doi.org/10.3390/children9030434 - 19 Mar 2022

Cited by 7 | Viewed by 3378

Abstract

There is marked variation internationally in the prevalence of children identified as having autism spectrum disorders (ASD). In part, this may reflect a shortage of screening tools for the early identification of children with ASD in many countries. This study aimed to evaluate the Kurdish translation of the Gilliam autism rating scale—third edition (GARS-3), a scale commonly used in Western countries that evaluates six domains related to the ASD definition from the Diagnostic and Statistical Manual of Mental Disorders (DSM) 5, notably Restricted/Repetitive Behavior, deficits in Social interaction and Social Communication, as well as differences in Cognitive Style, Maladaptive Speech, and Emotional Response. GARS-3 assessments were completed through interviews with parents of 735 children, 442 (53%) of whom were diagnosed with ASD. 165 (22%) with an intellectual disability, 49 (7%) with communication disorders, and 133 (18%) typically developing children. The reliability, construct, and the predictive validity of the scale was assessed, and the scores suggestive of a child having ASD were identified. The factor structure was broadly replicated, especially on items relating to social interaction and social communication. The cutoffs for the total scores that were indicative of possible ASD had a high degree of specificity and sensitivity in distinguishing children with ASD from typically developing peers. Some children with I.D. and communication disorders may also score above the threshold, and further assessments should be sought to confirm the presence of autistic traits. Although GARS-3 could be recommended for use in Kurdistan and possibly similar cultures, further prospective research is needed to confirm a diagnosis of assessment with children who score above and below the cutoff scores identified in this study. Moreover, the development of normative data drawn from Kurdish samples of children would be advantageous, although ambitious, given the lack of diagnostic services in many low- and middle-income countries. Full article

(This article belongs to the Special Issue Child Psychomotricity: Development, Assessment, and Intervention)

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Jump to: Editorial, Research

5 pages, 179 KiB

Open AccessCorrection

Correction: Nasri et al. A Novel Data-Driven Approach to Examine Children’s Movements and Social Behaviour in Schoolyard Environments. Children 2022, 9, 1177

by Maedeh Nasri, Yung-Ting Tsou, Alexander Koutamanis, Mitra Baratchi, Sarah Giest, Dennis Reidsma and Carolien Rieffe

Children 2022, 9(12), 1882; https://doi.org/10.3390/children9121882 - 01 Dec 2022

Viewed by 831

Abstract

The authors request the following corrections because the changes made according to the second round of the review process were not included in the original publication [...] Full article

(This article belongs to the Special Issue Child Psychomotricity: Development, Assessment, and Intervention)

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