Fine motor and executive functioning skills predict maths and spelling skills at the start of kindergarten: a compensatory account

• Khng, Kiat-Hui ^[1] ; Ng, Ee-Lynn ^[1]
  1. [1] Nanyang Technological University

     Nanyang Technological University

     Singapur

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 44, Nº 3, 2021, págs. 675-718
• Idioma: inglés
• DOI: 10.1080/02103702.2021.1897232
• Títulos paralelos:
  • La motricidad fina y las funciones ejecutivas predicen las competencias en matemáticas y lengua escrita al comienzo de la etapa preescolar: una propuesta compensatoria
• Enlaces
  • Texto completo
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    La investigación revela que las funciones ejecutivas (FE) y la motricidad fina (MF) contribuyen a las competencias académicas tempranas, posiblemente de modos diversos y superpuestos. Analizamos si (y cómo) las FE y la MF interactúan en la predicción coincidente de las destrezas en matemáticas y lectoescritura al comienzo de la etapa preescolar. Un modelo de ecuaciones estructurales con los datos de 1,248 participantes de cinco años de edad corrobora una propuesta compensatoria sobre la contribución de las FE y la MF a las competencias matemáticas y de lectoescritura. Tras controlar el nivel socioeconómico (NSE), la edad, el tiempo transcurrido en un centro de preescolar y el nivel de inteligencia, los resultados revelan que la influencia de las FE en las competencias relativas a la lengua escrita era mayor en los niños con bajos niveles de MF y viceversa, mientras que la MF predecía significativamente las competencias matemáticas únicamente en niños con un nivel alto de FE, pero no con niveles bajos, y viceversa. Así, podría ser importante identificar dificultades relacionadas con las FE o la MF antes o en el momento de empezar la etapa preescolar. Diversos enfoques para la intervención en materia de FE y MF podrían ser apropiados para mejorar las destrezas matemáticas o las relacionadas con la lectoescritura. Sugerimos que el currículo de preescolar debería brindar oportunidades para el desarrollo de la MF, especialmente para los niños que comienzan la etapa preescolar con un nivel bajo de estas habilidades.

  • English

    Research shows that executive functions (EF) and fine motor skills (FMS) contribute to early academic skills, possibly in overlapping ways. We examine whether and how EF and FMS interact in the concurrent prediction of maths, reading and spelling skills at the start of kindergarten. Structural Equation Modelling (SEM) on data from 1248 five-year-olds supports a compensatory account of EF and FMS in contributing towards maths and spelling skills. Controlling for socio-economic status, age, time spent in kindergarten and intelligence, the influence of EF on spelling achievement was larger for children with poorer compared to better FMS, and vice versa; FMS significantly predicted maths achievement only in children with high but not low EF, and vice versa. Identifying EF or FMS difficulties at or before the start of kindergarten may be important. Different approaches to intervention involving EF and FMS may be appropriate for maths versus spelling skills. We suggest for early childhood curricula to enhance opportunities for FMS development, especially for children who enter kindergarten with poor FMS.

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