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Culp, Rex E.; And Others – Child Abuse and Neglect: The International Journal, 1987
Thirty-five maltreated children (mean age 36 months) who received treatment in a therapeutic day program had significantly higher developmental scores in five areas -- fine motor, cognitive, gross motor, social/emotional, and language -- than did maltreated children not receiving the treatment. (Author/DB)
Descriptors: Child Abuse, Child Development, Cognitive Development, Developmental Stages
Peer reviewed Peer reviewed
Keogh, Barbara K. – Perceptual and Motor Skills, 1972
Descriptors: Child Development, Discrimination Learning, Motor Development, Performance Factors
O'Connor, Colleen – Percept Mot Skills, 1969
Descriptors: Academic Achievement, Behavioral Science Research, Child Development, Correlation
Peer reviewed Peer reviewed
Householder, Joanne; And Others – Psychological Bulletin, 1982
The literature on the infants of narcotic-addicted mothers is reviewed in regard to psychological outcome and those aspects of the medical consequences that contribute to that outcome. (Author/MP)
Descriptors: Attachment Behavior, Child Development, Cognitive Development, Drug Addiction
Mead, Barbara J. – Tennessee Education, 1980
Notes benefits of movement experiences to young children. Explains and discusses developing and refining movement patterns and developing perceptual abilities so that sensory information can be used to help refine movement skills. Includes an annotated bibliography of 15 pertinent references. (SB)
Descriptors: Child Development, Early Childhood Education, Experiential Learning, Learning Experience
Thompson, Donna – Research Quarterly, 1976
Results from this study (1) suggest ways for teachers to make decisions regarding pieces of equipment a child should be encouraged to use in order to develop a greater awareness of spatial dimensions and (2) imply that equipment could be selected on the basis of its contribution to the education of the child. (MB)
Descriptors: Athletic Equipment, Child Development, Equipment Evaluation, Equipment Utilization
Peer reviewed Peer reviewed
Moore, Christopher A.; Ruark, Jacki L. – Journal of Speech and Hearing Research, 1996
This study of the oral motor behaviors of seven toddlers (age 15 months) may be interpreted to indicate that: (1) mandibular coordination follows a developmental continuum from earlier emerging behaviors, such as chewing and sucking, through babbling, to speech, or (2) unique task demands give rise to distinct mandibular coordinative constraints…
Descriptors: Behavior Patterns, Child Behavior, Child Development, Developmental Stages
Peer reviewed Peer reviewed
Hill, Everett W.; And Others – RE:view, 1989
Relevant orientation and mobility (OM) skills for visually impaired infants foster sensory, motor, and conceptual development. OM personnel need to consider alternative teaching models, personnel preparation needs, sensory aids issues, and research issues. (DB)
Descriptors: Child Development, Cognitive Development, Delivery Systems, Infants
Peer reviewed Peer reviewed
Bergenn, Victor W.; And Others – Developmental Psychology, 1992
Describes the interdisciplinary research of Myrtle B. McGraw; examines the controversy about McGraw's concept of critical period; and assesses her impact on current research. McGraw contended that the overlapping phases involved in neuromuscular integration demonstrate that learning and maturation interact during development. (BC)
Descriptors: Child Development, Developmental Psychology, Developmental Stages, Embryology
Peer reviewed Peer reviewed
Katz, William F.; And Others – Journal of Speech and Hearing Research, 1991
Acoustic and video data tracing the development of intrasyllabic coarticulation suggest that young children (n=30; ages three, five, and eight) and adults (n=10) produce similar patterns of anticipatory coarticulation, and perceptual data indicate that coarticulatory cues in the speech of three year olds are less perceptible than those of the…
Descriptors: Acoustic Phonetics, Adults, Age Differences, Articulation (Speech)
Shilts, Donna – Our Children, 2000
Sensory and motor experiences are essential in childhood and are the foundation for all higher level learning and skill acquisition. This paper examines how young children make sense of sensory experiences, focusing on infants and toddlers, preschoolers, and school-age children. It also looks at the importance of creating an environment rich in…
Descriptors: Child Development, Early Childhood Education, Elementary Education, Motor Development
Peer reviewed Peer reviewed
Chapman, J. Keith – Infant-Toddler Intervention: The Transdisciplinary Journal, 2000
A follow-up study examined cognitive and motor development in 52 children prenatally exposed to cocaine (ages 48-64 months) and 52 typical children. Results found that the children who were prenatally exposed to cocaine continued to exhibit problems in expressive and receptive language areas. (Contains references.) (Author/CR)
Descriptors: Child Development, Cocaine, Cognitive Development, Expressive Language
Peer reviewed Peer reviewed
Chapman, J. Keith – Infant-Toddler Intervention: The Transdisciplinary Journal, 2000
A study examined cognitive and motor development in 56 toddlers prenatally exposed to cocaine (ages 12-27 months) and 56 typical toddlers. Infants prenatally exposed to cocaine experienced developmental problems in expressive and receptive language areas. In addition, there was a possible relationship between cocaine exposure and subsequent…
Descriptors: Behavior Problems, Child Development, Cocaine, Cognitive Development
Peer reviewed Peer reviewed
Miller, Sue Ellen – Young Children, 1999
Examines why early development of motor skills is important, and presents easily implemented activities for 3- to 5-year-old children. Provides practical ideas for using large-muscle activities in both indoor and outdoor settings. Specific activities focus on use of balloons, blankets, and balls to achieve development. (SD)
Descriptors: Child Development, Class Activities, Motor Development, Motor Reactions
Peer reviewed Peer reviewed
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Valentini, Nadia – Strategies: A Journal for Physical and Sport Educators, 2004
In this article, the author discusses two strategies--visual cues (modeling) and verbal cues (short, accurate phrases) which are related to teaching motor skills in maximizing learning in physical education classes. Both visual and verbal cues are strong influences in facilitating and promoting day-to-day learning. Both strategies reinforce…
Descriptors: Athletics, Motor Development, Cognitive Development, Child Development
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