Aritmética simbólica precoce e habilidades motoras grossas, finas e perceptivas em crianças pré-escolares mexicanas
DOI:
https://doi.org/10.47197/retos.v51.101477Palavras-chave:
Early numeracy skills (Habilidades numéricas tempranas), motor skills (habilidades motrices), perceptual-motor skills (habilidades perceptivo-motrices), preschool children (niños de preescolar)Resumo
A relação entre habilidades numéricas iniciais e habilidades motoras já foi examinada anteriormente, porém, resultados diferentes foram obtidos dependendo se foram consideradas no estudo as habilidades motoras grossas, finas ou perceptivo-motoras, e as variáveis dependentes (habilidades numéricas iniciais). que foram analisados. O objetivo da presente investigação foi examinar a relação entre o desempenho de crianças pré-escolares em duas avaliações de habilidade numérica simbólica e habilidades motoras grossas, finas e perceptivo-motoras. Um total de cento e vinte e três crianças pré-escolares mexicanas foram testadas em suas habilidades motoras grossas, finas e perceptivas, suas habilidades numéricas (ou seja, resolução aplicada de problemas e comparação numérica simbólica) e suas habilidades precursoras de matemática (ou seja, identificação de números). , cardinalidade e contagem verbal), controle inibitório e memória de trabalho visuoespacial. Os resultados das regressões lineares hierárquicas mostraram que a resolução de problemas aplicados foi prevista apenas pelas habilidades precursoras matemáticas, enquanto a capacidade de comparar dois números simbólicos foi significativamente prevista apenas pelas habilidades perceptivo-motoras. O estudo destaca a importância das habilidades perceptivo-motoras para a aprendizagem precoce da matemática em crianças.
Palavras-chave: Habilidades numéricas iniciais; habilidades motoras; habilidades perceptivo-motoras; crianças pré-escolares.
Referências
Adolph, K. E., & Franchak, J. M. (2017). The development of motor behavior. Wiley Interdisciplinary Reviews: Cog-nitive Science, 8(1-2), e1430. DOI: 10.1002/wcs.1430
Adolph, K. E., & Hoch, J. E. (2019). Motor development: Embodied, embedded, enculturated, and enabling. Annual review of psychology, 70, 141-164. https://doi.org/10.1146/annurev-psych-010418-102836
Barrocas, R., Roesch, S., Gawrilow, C., & Moeller, K. (2020). Putting a finger on numerical development–reviewing the contributions of kindergarten finger gnosis and fine motor skills to numerical abilities. Frontiers in Psychology, 11, 1012. https://doi.org/10.3389/fpsyg.2020.01012
Batchelor, S., Inglis, M., & Gilmore, C. (2015). Spontaneous focusing on numerosity and the arithmetic advantage. Learning and Instruction, 40, 79-88. https://doi.org/10.1016/j.learninstruc.2015.09.005
Batchelor, S., Keeble, S., & Gilmore, C. (2015). Magnitude representations and counting skills in preschool children. Mathematical Thinking and Learning, 17(2-3), 116– 135. doi:10.1080/10986065.2015.1016811.
Becker, D. R., Miao, A., Duncan, R., & McClelland, M. M. (2014). Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 29(4), 411-424. https://psycnet.apa.org/doi/10.1016/j.ecresq.2014.04.014
Bialystok, E. (1992). Symbolic representation of letters and numbers. Cognitive Development, 7, 301-316. https://doi.org/10.1016/0885-2014(92)90018-M
Cameron, C. E., Cottone, E. A., Murrah, W. M., & Grissmer, D. W. (2016). How are motor skills linked to chil-dren's school performance and academic achievement?. Child Development Perspectives, 10(2), 93-98. https://psycnet.apa.org/doi/10.1111/cdep.12168
Carey, S. (2004). Bootstrapping and the origin of concepts. Daedalus, 59-68. http://dx.doi.org/10.1162/001152604772746701
Cratty, B. (1986). Desarrollo perceptual y motor en los niños Madrid: Gymnos.
Cohen, J., Cohen, P., West, S.G., & Aiken, L.S. (2013). Applied Multiple Regression/Correlation Analysis for the Behavior-al Sciences.(3rd. ed.) Routledge.
De Waal, E. (2019). Fundamental movement skills and academic performance of 5-to 6-year-old preschoolers. Early Childhood Education Journal, 47(4), 455-464.
Dunbar, K., Ridha, A., Cankaya, O., Jiménez Lira, C., & LeFevre, J. A. (2017). Learning to count: structured practice with spatial cues supports the development of counting sequence knowledge in 3-year-old English-speaking chil-dren. Early Education and Development, 28(3), 308-322.
Durand, M., Hulme, C., Larkin, R., & Snowling, M. (2005). The cognitive foundations of reading and arithmetic skills in 7-to 10-year-olds. Journal of experimental child psychology, 91(2), 113-136. https://psycnet.apa.org/doi/10.1016/j.jecp.2005.01.003
Escolano-Pérez, E., Herrero-Nivela, M. L., & Losada, J. L. (2020). Association between preschoolers’ specific fine (but not gross) motor skills and later academic competencies: Educational implications. Frontiers in Psychology, 11, 1044. https://doi.org/10.3389/fpsyg.2020.01044
Fernández‐Sánchez, A., Redondo‐Tébar, A., Sánchez‐López, M., Visier‐Alfonso, M. E., Muñoz‐Rodríguez, J. R., & Martínez‐Vizcaíno, V. (2022). Sex differences on the relation among gross motor competence, cognition, and aca-demic achievement in children. Scandinavian Journal of Psychology, 63(5), 504-512. https://doi.org/10.1111/sjop.12827
Fischer, U., Suggate, S. P., & Stoeger, H. (2020). The implicit contribution of fine motor skills to mathematical insight in early childhood. Frontiers in Psychology, 11, 1143. https://doi.org/10.3389/fpsyg.2020.01143
Fischer, U., Suggate, S. P., & Stoeger, H. (2022). Fine motor skills and finger gnosia contribute to preschool children's numerical competencies. Acta Psychologica, 226, 103576. https://doi.org/10.1016/j.actpsy.2022.103576
Fuson, K. (1988). Children ́s counting and concepts of number. New York: Springer- Verlag.
Gashaj, V., Oberer, N., Mast, F. W., & Roebers, C. M. (2019). The relation between executive functions, fine motor skills, and basic numerical skills and their relevance for later mathematics achievement. Early education and devel-opment, 30(7), 913-926. https://doi.org/10.1080/10409289.2018.1539556
Gonzalez, S. L., Alvarez, V., & Nelson, E. L. (2019). Do gross and fine motor skills differentially contribute to lan-guage outcomes? A systematic review. Frontiers in psychology, 10, 2670. https://doi.org/10.3389/fpsyg.2019.02670
Holloway, I.D., & Ansari, D. (2009). Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s mathematics achievement. Journal of Experimental Child Psychology, 103, 17-29. https://doi.org/10.1016/j.jecp.2008.04.001
Huizar-Carrillo, A.G. (2014). Las actividades lúdicas como una estrategia didáctica en el desarrollo de competencias del pen-samiento matemático en un grupo de Educación preescolar en el estado de Nayarit. [Master’s thesis, Tecnológico de Mon-terrey, Escuela de Graduados en Educación]. Repositorio Tec. https://repositorio.tec.mx/bitstream/handle/11285/629942/AlejandraGuadalupeHuizarCarrillo.pdf?sequence=1&isAllowed=y
Jiménez Lira, C. (2016). Children’s Acquisition of the Mappings Among the Number Representations. Ph.D. thesis, Carleton University, Ottawa, ON.
Jiménez Lira, C., Carver, M., Douglas, H., & LeFevre, J. A. (2017). The integration of symbolic and non-symbolic representations of exact quantity in preschool children. Cognition, 166, 382-397. https://doi.org/10.1016/j.cognition.2017.05.033
Kim, H., Duran, C. A., Cameron, C. E., & Grissmer, D. (2018). Developmental relations among motor and cognitive processes and mathematics skills. Child development, 89(2), 476-494. https://doi.org/10.1111/cdev.12752
Krajewski, K., & Schneider, W. (2009). Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Find-ings from a 3-year longitudinal study. Journal of experimental child psychology, 103(4), 516-531. https://doi.org/10.1016/j.jecp.2009.03.009
Le Corre, M., & Carey, S. (2007). One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles. Cognition, 105(2), 395-438. https://doi.org/10.1016/j.cognition.2006.10.005
LeFevre, J. A., Fast, L., Skwarchuk, S. L., Smith‐Chant, B. L., Bisanz, J., Kamawar, D., & Penner‐Wilger, M. (2010). Pathways to mathematics: Longitudinal predictors of performance. Child development, 81(6), 1753-1767. https://doi.org/10.1111/j.1467-8624.2010.01508.x
Litkowski, E. C., Duncan, R. J., Logan, J. A., & Purpura, D. J. (2020). When do preschoolers learn specific mathe-matics skills? Mapping the development of early numeracy knowledge. Journal of experimental child psychology, 195, 104846. https://doi.org/10.1016/j.jecp.2020.104846
Lopes, L., Santos, R., Pereira, B., & Lopes, V. P. (2013). Associations between gross motor coordination and academ-ic achievement in elementary school children. Human movement science, 32(1), 9-20. https://doi.org/10.1016/j.humov.2012.05.005
Lyons, I. M., Price, G. R., Vaessen, A., Blomert, L., & Ansari, D. (2014). Numerical predictors of arithmetic success in grades 1–6. Developmental science, 17(5), 714-726. https://doi.org/10.1111/desc.12152
Magistro, D., Bardaglio, G., & Rabaglietti, E. (2015). Gross motor skills and academic achievement in typically devel-oping children: The mediating effect of ADHD related behaviours. Cognitie, Creier, Comportament/Cognition, Brain, Behavior, 19(2).
Malone, S. A., Pritchard, V. E., & Hulme, C. (2022). Domain-specific skills, but not fine-motor or executive function, predict later arithmetic and reading in children. Learning and Individual Differences, 95, 102141. https://doi.org/10.1016/j.lindif.2022.102141
Mundy, E., & Gilmore, C. K. (2009). Children’s mapping between symbolic and non-symbolic representations of number. Journal of experimental child psychology, 103(4), 490-502. https://doi.org/10.1016/j.jecp.2009.02.003
Muñoz-Sandoval, A. F., Woodcock, R. W., McGrew, K. S., & Mather, N. (2005). Batería III Pruebas de aprovecha-miento. Itasca, IL: Riverside Publishing.
Nesbitt, K. T., Fuhs, M. W., & Farran, D. C. (2019). Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade. Early Childhood Research Quarterly, 46, 262-274. https://doi.org/10.1016/j.ecresq.2018.02.003
Newborg, J., Stock, J., & Wnek, L. (2005). Battelle Developmental Inventory 2nd Edition. Examiner's Manual, 2005.
Oberer, N., Gashaj, V., & Roebers, C. M. (2018). Executive functions, visual-motor coordination, physical fitness and academic achievement: Longitudinal relations in typically developing children. Human movement science, 58, 69-79. https://doi.org/10.1016/j.humov.2018.01.003
Pienaar, A. E., Barhorst, R., & Twisk, J. W. R. (2014). Relationships between academic performance, SES school type and perceptual‐motor skills in first grade South African learners: NW‐CHILD study. Child: care, health and de-velopment, 40(3), 370-378. https://doi.org/10.1111/cch.12059
Pieters, S., Desoete, A., Roeyers, H., Vanderswalmen, R., & Van Waelvelde, H. (2012). Behind mathematical learn-ing disabilities: What about visual perception and motor skills?. Learning and Individual Differences, 22(4), 498-504. https://doi.org/10.1016/j.lindif.2012.03.014
Pitchford, N. J., Papini, C., Outhwaite, L. A., & Gulliford, A. (2016). Fine motor skills predict maths ability better than they predict reading ability in the early primary school years. Frontiers in psychology, 7, 783. https://doi.org/10.3389/fpsyg.2016.00783
Purpura, D. J., Baroody, A. J., & Lonigan, C. J. (2013). The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge. Journal of Educational Psychology, 105(2), 453. https://doi.org/10.1037/a0031753
Purpura, D. J., & Lonigan, C. J. (2015). Early numeracy assessment: The development of the preschool early numeracy scales. Early education and development, 26(2), 286-313. https://doi.org/10.1080/10409289.2015.991084
Scalise, N. R., & Ramani, G. B. (2021). Symbolic magnitude understanding predicts preschoolers’ later addition skills. Journal of Cognition and Development, 22(2), 185-202. https://doi.org/10.1080/15248372.2021.1888732
Suggate, S., Pufke, E., & Stoeger, H. (2019). Children’s fine motor skills in kindergarten predict reading in grade 1. Early Childhood Research Quarterly, 47, 248-258. https://doi.org/10.1016/j.ecresq.2018.12.015
Schwarzer, G., Freitag, C., & Schum, N. (2013). How crawling and manual object exploration are related to the men-tal rotation abilities of 9-month-old infants. Frontiers in Psychology, 4, 97. https://doi.org/10.3389/fpsyg.2013.00097
Tabachnick, B.G. & Fidell, L.S. (2013). Using Multivariate Statistics. (6th. ed.). Pearson Education.
Unicef (2022). Early Childhood development overview.
Vanbinst, K., & De Smedt, B. (2016). Individual differences in children's mathematics achievement: The roles of sym-bolic numerical magnitude processing and domain-general cognitive functions. Progress in brain research, 227, 105-130. https://doi.org/10.1016/bs.pbr.2016.04.001
Vanhala, A., Haapala, E. A., Sääkslahti, A., Hakkarainen, A., Widlund, A., & Aunio, P. (2022). Associations between physical activity, motor skills, executive functions and early numeracy in preschoolers. European journal of sport sci-ence, 1-9. https://doi.org/10.1080/17461391.2022.2092777
Vendetti, C., Kamawar, D., Podjarny, G., & Astle, A. (2015). Measuring preschoolers' inhibitory control using the Black/White Stroop. Infant and Child Development, 24(6), 587-605. DOI: 10.1002/icd.1902
Von Aster, M. G., & Shalev, R. S. (2007). Number development and developmental dyscalculia. Developmental medi-cine & child neurology, 49(11), 868-873. https://doi.org/10.1111/j.1469-8749.2007.00868.x
Wiese, H. (2003). Numbers, language, and the human mind. Cambridge University Press.
Wynn, K. (1990). Children's understanding of counting. Cognition, 36(2), 155-193.
Wynn, K. (1992). Children's acquisition of the number words and the counting system. Cognitive psychology, 24(2), 220-251.
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2023 Retos
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
