Skip to main content
SpringerLink
Log in

Motor Skill Acquisition for Young Children with Disabilities

  • Chapter
  • First Online:
Handbook of Early Childhood Special Education

Abstract

We have long known the benefits of early motor activities for young children’s motor skill development and other developmental domains (Iverson, Journal of Child Language 37: 229–261, 2010; From playpen to playground: The importance of physical play for the motor development of young children, Reston, VA, 2010; From playpen to playground: The importance of physical play for the motor development of young children, Reston, VA, 2010). Not only is motor skill development important in and of itself, but it has been linked to social, language, and cognitive development as well. And, while motor skills develop naturally for most typically developing preschoolers, young children with disabilities often experience delays in this area. Therefore, it is essential to intervene, providing direct and intentional motor programs for children with disabilities during their early years when fundamental motor skills such as locomotion and manipulation develop. These skills form a foundation for skill development in other developmental areas.

In this chapter we will present an overview of motor development including a theory of motor development, motor challenges for children with disabilities, myths about motor development, and research that clearly demonstrates that high-quality motor programs can enhance motor abilities and overall development. In addition, using a developmental framework, we will present key features of high-quality motor interventions with examples of motor programs that exemplify these features. Lastly, we will discuss the implications for practice and policy given our current knowledge in the area motor skill development.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ackerman, D. J., & Barnett, W. S. (2005). Prepared for kindergarten: What does “readiness” mean? New Brunswick, NJ: National Institute for Early Childhood Research.

    Google Scholar 

  • Ayers, A. J. (1972). Improving academic scores through sensory integration. Journal of Learning Disabilities, 5(6), 338–343.

    Article  Google Scholar 

  • Barnett, W. S., Robin, K. B., Hustedt, J. T., & Schulman, K. L. (2003). The state of preschool: 2003 state preschool yearbook. New Brunswick, NJ: NIEER.

    Google Scholar 

  • Becker, D. R., McClelland, M. M., Loprinzi, P., & Trost, S. G. (2014). Physical activity, self-regulation, and early academic achievement in preschool children. Early Education & Development, 25(1), 56–70.

    Article  Google Scholar 

  • Bellows, L., & Anderson, J. (2013). The Food Friends Get Movin’ with Mighty Moves: A Physical Activity Program for Preschoolers. Journal of Nutrition Education and Behavior, 45(5), 473–475.

    Article  PubMed  Google Scholar 

  • Bellows, L. L., Davies, P. L., Anderson, J., & Kennedy, C. (2013). Effectiveness of a physical activity intervention for Head Start preschoolers: A randomized intervention study. American Journal of Occupational Therapy, 67, 28–36. http://dx.doi.org/10.5014/ajot.2013.005777.

    Article  PubMed  PubMed Central  Google Scholar 

  • Best, J. R. (2010). Effects of physical activity on children’s executive function: Contributions of experimental research on aerobic exercise. Developmental Review, 30(4), 331–551.

    Article  PubMed  PubMed Central  Google Scholar 

  • Booth, A., & Dunn, J. (Eds.). (1996). Family-school links. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399.

    Article  PubMed  Google Scholar 

  • Bredekamp, S. (2005). Play and school readiness. Educational Perspectives, 38(1), 18–26.

    Google Scholar 

  • Britto, P. R., Yoshikawa, H., & Boller, K. (2011). The quality of early childhood development programs in global contexts. Social Policy Report. Society for Research in Child Development, 25(2), 1–30.

    Google Scholar 

  • Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Brown, W., Pfeiffer, K., McIver, K., Dowda, M., Addy, C., & Pate, R. (2009). Social and environmental factors associated with preschoolers’ nonsedentary physical activity. Child Development, 80(1), 45–58.

    Article  PubMed  PubMed Central  Google Scholar 

  • Burdette, H. L., & Whitaker, R. C. (2005). A national study of neighborhood safety, outdoor play, television viewing, and obesity in preschool children. Pediatrics, 116(3), 657–662.

    Article  PubMed  Google Scholar 

  • Calfas, K. J., & Taylor, W. C. (1994). Effects of physical activity on psychological variables in adolescents. Pediatric Exercise Science, 6, 406.

    Google Scholar 

  • Campbell, P., & Sawyer, L. B. (2007). Supporting learning opportunities in natural settings through participation-based services. Journal of Early Intervention, 29, 287–305.

    Article  Google Scholar 

  • CAST. (2010). What is universal design for learning? Retrieved from http://www.cast.org

  • Center on Education Policy. (2008). Instructional time in elementary schools: A closer look at changes for specific subjects. Washington, DC: Author.

    Google Scholar 

  • Clark, J. E. (1994). Motor development. In V. S. Ramachandran (Ed.), Encyclopedia of human behavior (3rd ed., pp. 245–255). New York, NY: Academic.

    Google Scholar 

  • Clark, J. E. (2005). From the beginning: A developmental perspective on movement and mobility. Quest, 57(1), 37–45.

    Article  Google Scholar 

  • Clark, J. E., & Metcalfe, J. S. (2002). The mountain of motor development: A metaphor. Motor Development: Research and Reviews, 2, 163–190.

    Google Scholar 

  • Cunconan-Lahr, R. (2006). Inclusive child care begins with universal design. Pennsylvania Early Intervention, 18(1), 1–3.

    Google Scholar 

  • DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood and the National Association for the Education of Young Children. Chapel Hill, NC: The University of North Carolina, FPG Child Development Institute.

    Google Scholar 

  • Dennis, W., & Dennis, M. G. (1940). The effect of cradling practices upon the onset of walking in Hopi children. The Pedagogical Seminary and Journal of Genetic Psychology, 56, 77–86.

    Article  Google Scholar 

  • Duchan, E., & Patel, D. R. (2012). Epidemiology of autism spectrum disorders. Pediatric Clinics of North America, 59(1), 27–43.

    Article  PubMed  Google Scholar 

  • Dunst, C., & Bruder, M. B. (2002). Valued outcomes of service coordination, early intervention, and natural environments. Exceptional Children, 68, 361–375.

    Article  Google Scholar 

  • Dykens, E. M., Rosner, B. A., & Butterbaugh, G. (1998). Exercise and sports in children and adolescents with developmental disabilities. Positive physical and psychosocial effects. Child and Adolescent Psychiatric Clinics of North America, 7(4), 757–771.

    PubMed  Google Scholar 

  • Elkind, D. (2007). The hurried child: Growing up too fast too soon (3rd ed.). Cambridge, MA: Da Capo Press.

    Google Scholar 

  • Favazza, P. C., Siperstien, G., & Ghio, K. (2014). Young Athletes final report on the Young Athletes Globalization Project. Washington, DC: Special Olympics International.

    Google Scholar 

  • Favazza, P.C., Siperstein, G.N., Ghio, K.G., Wairimu, J., & Masila, S. (2016). The Young Athletes Curriculum: Impact on Children with Disabilities in Kenya. Journal of Research in Childhood Education, 30(1), 113–127. doi:10.1080/02568543.2015.1107157.

    Article  Google Scholar 

  • Favazza, P. C., Siperstein, G. N., Zeisel, S. A., Odom, S. L., Sideris, J. H., & Moskowitz, A. L. (2013). Young Athletes program: Impact on motor development. Adapted Physical Activity Quarterly, 30(3), 235–253.

    PubMed  Google Scholar 

  • Favazza, P. C., Zeisel, S., Parker, R., & Leboeuf, L. (2012). Young Athletes Curriculum. Washington, DC: Special Olympics International.

    Google Scholar 

  • Fedewa, A. L., & Ahn, S. (2011). The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: A meta-analysis. Research Quarterly for Exercise and Sport, 82(3), 521–535.

    Article  PubMed  Google Scholar 

  • Folio, M. R., & Fewell, R. R. (2000). Peabody developmental motor scales (2nd ed.). Austin, TX: Pro-Ed.

    Google Scholar 

  • Fournier, K. A., Hass, C. J., Naik, S. K., Lodha, N., & Cauraugh, J. H. (2010). Motor coordination in autism spectrum disorders: A synthesis and meta-analysis. Journal of Autism and Developmental Disorders, 40(10), 1227–1240.

    Article  PubMed  Google Scholar 

  • Fragala-Pinkham, M. A., Haley, S. M., Rabin, J., & Kharasch, V. S. (2005). A fitness program for children with disabilities. Physical Therapy, 85(11), 1182–1200.

    PubMed  Google Scholar 

  • Gabbard, C. P. (2000). Lifelong motor development (3rd ed.). Dubuque, IA: Brown & Benchmark.

    Google Scholar 

  • Gagen, L. M., & Getchell, N. (2006). Using ‘constraints’ to design developmentally appropriate movement activities for early childhood education. Early Childhood Education Journal, 34(3), 227–232.

    Article  Google Scholar 

  • Gallahue, D. L., & Ozmun, J. C. (1998). Understanding motor development: Infants, children, adolescents, adults. Boston, MA: McGraw-Hill.

    Google Scholar 

  • Ginsborg, J. (2006). The effects of socio-economic status on children’s language acquisition and use. In J. Clegg & J. Ginsborg (Eds.), Language and social disadvantage: Theory into practice (pp. 9–27). Chichester, England: Wiley.

    Google Scholar 

  • Goodway, J. D., & Branta, C. F. (2003). Influence of a motor skill intervention on fundamental motor skill development of disadvantaged preschool children. Research Quarterly for Exercise & Sport, 74(1), 36–46.

    Article  Google Scholar 

  • Goodway, J. D., Crowe, H., & Ward, P. (2003). Effects of motor skill instruction on fundamental motor skill development. Adapted Physical Activity Quarterly, 20(3), 298–314.

    Google Scholar 

  • Goodway, J. D., Robinson, L. E., & Amui, H. (2007). Needs assessment of the object control skills of African American and Hispanic preschoolers who are at-risk. Journal of Sport & Exercise Psychology, 29, 29–30.

    Google Scholar 

  • Gowen, E., & Hamilton, A. (2013). Motor abilities in autism: A review using a computational context. Journal of Autism and Developmental Disorders, 43(2), 323–344.

    Article  PubMed  Google Scholar 

  • Hartman, E., Houwen, S., Scherder, E., & Visscher, C. (2010). On the relationship between motor performance and executive functioning in children with intellectual disabilities. Journal of Intellectual Disability Research, 54(5), 468–477.

    Article  PubMed  Google Scholar 

  • Howard, E. C. (2011). Moving forward with kindergarten readiness assessment: A position paper of the Early Childhood State Collaborative on Assessment and Student Standards. Washington, DC: Council of Chief State School Offices.

    Google Scholar 

  • Iverson, J. (2010). Developing language in a developing body: The relationship between motor development and language development. Journal of Child Language, 37, 229–261.

    Article  PubMed  PubMed Central  Google Scholar 

  • Jensen, E. (2005). Movement and Learning in Teaching with the Brain in Mind, 2nd Edition. Beaufort, SC: Association for Supervision & Curriculum Development.

    Google Scholar 

  • Jones, R., Riethmuller, A., Hesketh, K., Trezise, J., Batterham, M., & Okley, A. (2011). Promoting FMS development and physical activity in early childhood settings: A cluster randomized controlled trial. Pediatric Exercise Science, 23, 600–615.

    PubMed  Google Scholar 

  • Kagan, S. L., Moore, E., & Bredekamp, S. (1995). Reconsidering children’s early development and learning: Toward common views and vocabulary. Washington, DC: Report of the National Education Goals Panel, Goal 1 Technical Planning Group.

    Google Scholar 

  • Lerner, R. M. (1976). Theories of development: An overview in concepts and theories of human development (pp. 136–155). Reading, MA: Addison-Wesley.

    Google Scholar 

  • Logan, S., Robinson, L., Wilson, A., & Lucas, W. (2011). Getting the fundamentals of movement: A meta-analysis of the effectiveness of motor skill intervention in children. Child: Care, Health and Development, 38(3), 305–315.

    Google Scholar 

  • MacDonald, M., Lord, C., & Ulrich, D. (2013). The relationship of motor skills and adaptive behavior skills in young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 7(11), 1383–1390.

    Article  PubMed  PubMed Central  Google Scholar 

  • McDuffie, A., Turner, L., Stone, W., Yoder, P., Wolery, M., & Ulman, T. (2007). Developmental correlates of different types of motor imitation in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37(3), 401–412.

    Article  PubMed  Google Scholar 

  • McPhillips, M., & Jordan-Black, J. (2007). The effect of social disadvantage on motor development in young children: A comparative Study. Journal of Child Psychology, 48(12), 1214–1222.

    Article  Google Scholar 

  • McWilliams, R. A. (2010). Routines-based intervention: Supporting young children and families. Baltimore, MD: Brookes.

    Google Scholar 

  • Murphy, N., Carbone, P., & The Council on Children with Disabilities. (2008). Promoting the participation of children with disabilities in sports, recreation, and physical activities. Pediatrics, 121(5), 1057–1061.

    Article  PubMed  Google Scholar 

  • NASPE. (2010). Retrieved from http://www.shapeamerica.org/advocacy/positionstatements/pe/

  • NASPE. (2013). Retrieved from http://www.shapeamerica.org/standards/pe/

  • National Association for Physical Education (NASPE). (2002). Active start: A statement of physical activity guidelines for children birth to five years. Oxon Hill, MD: AAHPERD.

    Google Scholar 

  • National Association for the Education of Young Children (NAEYC). (1998). Guide to accreditation: Self-study validation accreditation. Washington, DC: Author.

    Google Scholar 

  • National Association for the Education of Young Children (NAEYC). (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Position Statement.

    Google Scholar 

  • National Center for Physical Development and Outdoor Play. (2010). From playpen to playground: The importance of physical play for the motor development of young children. Reston, VA: Head Start National Center for Physical Development and Outdoor Play.

    Google Scholar 

  • New Millennium Goals. (2013). Retrieved from http://www.un.org/millenniumgoals/

  • Newell, K. (1986). Constraints on the development of coordination. In G. Wade & H. T. Whiting (Eds.), Motor development in children: Aspects of coordination and control (pp. 341–360). Dordrecht, Netherlands: Nijhoff.

    Chapter  Google Scholar 

  • NICHD Early Child Care Research Network. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41, 428–442.

    Article  Google Scholar 

  • No Child Left Behind Act. (2001). Retrieved from http://www2.ed.gov/nclb/landing.jhtml

  • Oja, L., & Jorimae, T. (2002). Physical activity, motor ability, and school readiness of 6-yr.-old children. Perceptual and Motor Skills, 95(2), 407–415.

    Article  PubMed  Google Scholar 

  • Ozonoff, S., Heung, K., Byrd, R., Hansen, R., & Hertz‐Picciotto, I. (2008). The onset of autism: Patterns of symptom emergence in the first years of life. Autism Research, 1(6), 320–328.

    Article  PubMed  PubMed Central  Google Scholar 

  • Pan, C., Tsai, C., & Chu, C. (2009). Fundamental movement skills in children diagnosed with autism spectrum disorders and attention deficit hyperactivity disorder. Journal of Autism & Developmental Disorders, 39(12), 1694–1705.

    Article  Google Scholar 

  • Payne, G., & Isaacs, L. (2012). Human motor development: A lifespan approach. Boston, MA: McGraw Hill.

    Google Scholar 

  • Phillips, D. A., & Shonkoff, J. P. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academies Press.

    Google Scholar 

  • Piek, J. P., Dawson, L., Smith, L. M., & Gasson, N. (2008). The role of early fine and gross motor development on later motor and cognitive ability. Human Movement Science, 27(5), 668–681.

    Article  PubMed  Google Scholar 

  • Provost, B., Heimerl, S., & Lopez, B. (2007). Levels of gross and fine motor development in young children with autism spectrum disorder. Physical & Occupational Therapy in Pediatrics, 27(3), 21–36.

    Article  Google Scholar 

  • Provost, B., Lopez, B., & Heimerl, S. (2007). A comparison of motor delays in young children: Autism spectrum disorder, developmental delay, and developmental concerns. Journal of Autism and Developmental Disorders, 37(2), 321–328.

    Article  PubMed  Google Scholar 

  • Rapoport, M., van Reekum, R., & Mayberg, H. (2000). The role of the cerebellum in cognition and behavior: A selective review. The Journal of Neuropsychiatry and Clinical Neurosciences, 12(2), 193–198.

    Article  PubMed  Google Scholar 

  • Redlich, J. (2005). Physical therapy and autism spectrum disorders: The motor connection. Autism Spectrum, 2(1), 9.

    Google Scholar 

  • Riethmuller, A., Jones, R., & Okely, A. (2009). Efficacy of interventions to improve motor development in young children: A systematic review. Pediatrics, 124(4), 782–792.

    Article  Google Scholar 

  • Right to Play. (2000). Retrieved from http://www.righttoplay.com/Pages/default.aspx

  • Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford Press.

    Google Scholar 

  • Shelton, Y., & Stepanak, J. (1994). Excerpts from family-centered care for children needing specialized health and developmental services. Pediatric Nursing, 21(4), 362–364.

    Google Scholar 

  • SPARK. (2009). Retrieved from http://www.sparkpe.org/early-childhood/

  • Special Olympics International. (2015). Retrieved from http://www.specialolympics.org/

  • Staples, K. L., & Reid, G. (2010). Fundamental movement skills and autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(2), 209–217.

    Article  PubMed  Google Scholar 

  • Stone, W., & Yoder, P. (2001). Predicting spoken language level in children with autism spectrum disorders. Autism, 5, 341–361.

    Article  PubMed  Google Scholar 

  • Stork, S., & Sanders, S. (2013). Physical education in early childhood. The Elementary School Journal, 108(3), 197–206.

    Article  Google Scholar 

  • Stremel, K., & Campbell, P. H. (2007). Implementation of early intervention within natural environments. Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 1(2), 83–105.

    Google Scholar 

  • Trevlas, E., Matsouka, O., & Zachopoulou, E. (2003). Relationship between playfulness and motor creativity in preschool children. Early Child Development and Care, 173(5), 535–543.

    Article  Google Scholar 

  • Tucker, P. (2008). The physical activity levels of preschool-aged children: A systematic review. Early Childhood Research Quarterly, 23(4), 547–558.

    Article  Google Scholar 

  • Ulrich, D. A. (1985). TGMD, test of gross motor development. Austin, TX: Pro-Ed.

    Google Scholar 

  • UNICEF. (2006). Conventions on the rights of persons with disabilities (CRPD). Retrieved from http://www.un.org/disabilities/default.asp?id=150

  • U.S. Department of Education, Institute of Education Sciences. (2009). Enrollment of 3-5-year-old children. Retrieved from http://nces.ed.gov/programs/digest/d09/tables/dt09_043.asp

  • U.S. Department of Education, Office of Special Education Programs (2011). Report to congress on the IDEA. http://nces.ed.gov/programs/digest/d11/tables/dt11_048.asp

  • Uzgiris, I. C. (1999). Imitation as activity. In J. Nadel & G. Butterworth (Eds.), Imitation in infancy (pp. 186–206). Cambridge, England: Cambridge University Press.

    Google Scholar 

  • Venetsanou, F., & Kambas, A. (2010). Environmental factors affecting preschoolers’ motor development. Early Childhood Education Journal, 37(3), 319–327.

    Article  Google Scholar 

  • Vuijk, P. J., Hartman, E., Scherder, E., & Visscher, C. (2010). Motor performance of children with mild intellectual disability and borderline intellectual functioning. Journal of Intellectual Disability Research, 54(11), 955–965.

    Article  PubMed  Google Scholar 

  • Wassenberg, R., Feron, F., Kessels, A., Hendriksen, J., Kalff, A., Kroes, M., & Vles, J. (2005). Relation between cognitive and motor performance in 5-to 6-year-old children: Results from a large scale cross sectional study. Child Development, 76(5), 1092–1103.

    Google Scholar 

  • Westendorp, M., Hartman, E., Houwen, S., Smith, J., & Visscher, C. (2011). The relationship between gross motor skills and academic achievement in children with learning disabilities. Research in Developmental Disabilities, 32(6), 2773–2779.

    Article  PubMed  Google Scholar 

  • Williams, H. G., Pfeiffer, K. A., O’Neill, J. R., Dowda, M., McIver, K. L., Brown, W. H., & Pate, R. R. (2008). Motor skill performance and physical activity in preschool children. Obesity, 16(6), 1421–1426.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Center for Social Development and Education, University of Massachusetts at Boston, Boston, MA, USA

    Paddy C. Favazza & Gary N. Siperstein

Authors
  1. Paddy C. Favazza
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Gary N. Siperstein
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Paddy C. Favazza .

Editor information

Editors and Affiliations

  1. University of Florida, Newberry, Florida, USA

    Brian Reichow

  2. Dept Allied Health Sciences, UNC, Chapel Hill, North Carolina, USA

    Brian A. Boyd

  3. Department of Special Education, Vanderbilt University, Nashville, Tennessee, USA

    Erin E. Barton

  4. Frank Porter Graham Child Development In, Univ of N. Carolina at Chapel Hill, Chapel Hill, North Carolina, USA

    Samuel L. Odom

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Favazza, P.C., Siperstein, G.N. (2016). Motor Skill Acquisition for Young Children with Disabilities. In: Reichow, B., Boyd, B., Barton, E., Odom, S. (eds) Handbook of Early Childhood Special Education. Springer, Cham. https://doi.org/10.1007/978-3-319-28492-7_13

Download citation

Publish with us

Policies and ethics

Search

Navigation