Motivation is a key factor for child development, but very few studies have examined child and family predictors of both child task and perceived motivation. Thus, the three aims of this 6-month longitudinal study in preschoolers with global developmental delays (GDD) were to explore: 1) differences between task and perceived motivation in…

Background: The elaborated environmental stress hypothesis (EESH) provides a framework that describes how motor skills may indirectly cause internalizing problems through various mediating psychosocial factors. While there is evidence to support this framework, little is known about how the proposed relationships may vary across different stages…

Children with autism exhibit a host of motor disorders including poor coordination, poor tool use and delayed learning of complex motor skills like riding a tricycle. Theory suggests that one of the crucial steps in motor learning is the ability to form internal models: to predict the sensory consequences of motor commands and learn from errors to…

Accompanied by a descriptive text, this illustrated guide to movement education for grades one through six provides drawings and examples of movement exercises using balls, wands, ropes, balance beams, ladders, and boxes. The objective is to stimulate awareness of the body as a wholly integrated being. The picture series offers a selection of…

Presents six articles on brain research and child development: "Brain Research, Infant Learning, and Child Care Curriculum" (J. R. Lally); "The Thinking Brain" (P. Schiller); "Early Experiences Shape Social Development" (B. Caldwell); "Facing the Challenge of Motor Development" (P. Weikart); Language…

In recognition of the close relationship between motor skill and cognitive development in the first 2 years of life, this guide presents 78 developmentally appropriate activities that parents and teachers can use to enhance infant and toddler motor development. Activities are categorized by age group as follows: (1) 16 activities for newborn to…

This revised curriculum is designed to provide intervention strategies for both professionals and paraprofessionals to use with children with disabilities who are functioning in the birth to 24-month developmental range. The curriculum is based on normal sequences of development but does not assume even development across domains. The curriculum…

Compiled to ensure cooperation between states and to provide continuity of reporting on developmental skills for the migrant child from birth through five years of age, this booklet lists the psychomotor, cognitive, and affective skills which are reported through the Migrant Student Record Transfer System (MSRTS). Published in both English and…

This guide provides basic information on the development, observation, and teaching of basic language, visual-perceptual-motor, and body awareness and control skills to disadvantaged children. It is presented in three sections devoted to specific analyses of how skills develop within each of three modalities, and how to observe and teach children…

This report surveys writings by National Institute of Mental Health grant recipients who have investigated this first five years of life. The authors attempted to identify and correlate ideas, themes, perspectives and issues which can be useful in the formulation and evaluation of social policies related to infant and child development. Major…