This review is intended to point out the role played by motor skills proficiency in the academic achievement of typically and atypically developing pupils who are attending primary school. First, the interplay between motor and cognitive development will be presented. Next, the cognitive phenotype, not yet deeply investigated, of a…

Recent studies and reviews have shown the positive effects of exergames (EXs) on physical activity (PA) and fitness in children and adolescents. Nevertheless, their effects on cognition have been scarcely explored, and no previous review has focussed on this relationship. The purpose of the research reported on here was to analyse the acute and…

The relationship between chronological age, social age, motor, sensory and concept skills, and the orientation and mobility skills of 37 mentally retarded visually impaired children was examined. Results revealed a strong relationship between developmental level in the areas of motor, sensory, and concept skills, and mobility proficiency.…

The author notes that teachers who continually require students to sit still and stop talking apparently prefer to teach a grove of trees rather than a classroom full of students. School environments should be designed to enhance the development of student brains -- and student brains are about movement, not motionless stagnation. 21st century…

The effects of massed, distributed, and spaced trials sequencing on the learning of handicapped and nonhandicapped individuals for both cognitive and motor tasks are discussed. Implications for the application of the research findings to the classroom for the severely handicapped individual are presented. (Author)

The Motoric-Perceptual-Conceptual/Behavioral (MPC/B) model, a developmentally eclectic approach to evaluating and remediating learning disabilities in children, is described. The model is explained to view learners and the learning process on three educational levels (preschool, elementary school, and high school/post school), on three subject…

Suggestions are offered to teachers with deaf-blind children in their classrooms. Guidelines touch upon general curriculum development principles and approaches for improving communication skills, cognitive development, social and emotional development, motor and self care skills, and sensory development. (CL)

Movement is motivated, encouraged, and governed by psycho-social development, motor development, and humanistic principles as well as by exercise physiology and kinesiology. The Basic Stuff series identifies the body of knowledge which underlies purposeful movement and can be integrated into concept or fundamental skill curricula. (JN)

Twelve mute children (4-12 years old), diagnosed as autistic, were studied in order to describe their sensorimotor functioning and to relate their sensorimotor performance to nonverbal communication and cognitive development. (Author/BD)

Presented is a design for teaching daily living, socialization, motor, academic, and language skills to deaf blind children in a residential setting. (SBH)

This brief paper summarizes warning signs of learning disabilities in preschool children, elementary school children, and secondary school children. It notes that learning disabilities are presumed to arise from dysfunctions in the brain resulting in significant difficulties in perceiving information, processing and/or remembering information,…

Perceptual-motor activities are being recognized as possible contributors to the general readiness of children for learning through the development of perceptual-motor abilities. The contribution of perceptual-motor activities to specific perceptual readiness skills is being reexamined. Readiness programs are generally designed to help children to…

Viewing human development as a process by which the human gains self-control, this essay argues that locomotion and speech are control-oriented motor movements and suggests that cognition is also a form of movement developed as the individual achieves control over his or her thinking processes. Support for this view of cognitive development is…

This paper argues that cognitive referencing (which compares skills to cognitive level rather than to chronological age standards), used to determine children's eligibility for special language and motor services, is not consistent with current theoretical formulations. It also lacks empirical evidence for validity and results in exclusion of…

This article describes characteristics of Asperger syndrome (AS) and the syndrome's impact in the home, school, and community. Social, behavioral and emotional, cognitive, academic, sensory, and motor characteristics of students with AS are reviewed. The restricted range of interests students with AS have is discussed. (Contains references.)…