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Motor skill intervention for pre-school children : a scoping review

dc.contributor.authorVan der Walt, Jankeen_ZA
dc.contributor.authorPlastow, Nicola A.en_ZA
dc.contributor.authorUnger, Marianneen_ZA
dc.date.accessioned2021-01-06T07:30:46Z
dc.date.available2021-01-06T07:30:46Z
dc.date.issued2020
dc.identifier.citationVan Der Walt, J., Plastow, N. A. & Unger, M. 2020. Motor skill intervention for pre-school children : a scoping review. African Journal of Disability, 9: a747, doi:10.4102/ajod.v9i0.747
dc.identifier.issn2226-7220 (online)
dc.identifier.issn2223-9170 (print)
dc.identifier.otherdoi:10.4102/ajod.v9i0.747
dc.identifier.urihttp://hdl.handle.net/10019.1/108979
dc.descriptionCITATION: Van Der Walt, J., Plastow, N. A. & Unger, M. 2020. Motor skill intervention for pre-school children : a scoping review. African Journal of Disability, 9:a747, doi:10.4102/ajod.v9i0.747.
dc.descriptionThe original publication is available at https://ajod.org
dc.descriptionPublication of this article was funded by the Stellenbosch University Open Access Fund
dc.description.abstractBackground: There is a high prevalence of motor skill difficulties amongst pre-school children living in low socio-economic areas. Motor skill impairment can affect these children’s school readiness and academic progress, social skills, play and general independence. Objectives: This scoping review investigates the key elements of existing motor skill interventions for pre-school children. Method: We gathered information through structured database searches from Cinahl, Eric, PubMed, Cochrane, ProQuest, Psych Net, PEDro and Scopus, using a keyword string. The PRISMA-SCR design was used to identify 45 eligible studies. All included studies investigated a motor skill intervention with well-defined outcome measures for children aged 4–7 years with motor skill difficulties. Studies that exclusively focused on children with neurological conditions such as cerebral palsy, physical disabilities or medical/physical deteriorating conditions were excluded. Information was charted on MS Excel spreadsheets. Fundamental concepts were categorised into common key themes and were converted into a proposed framework. Results: Fifteen intervention approaches were identified. Treatment is mostly managed by occupational therapists and physiotherapists. Evidence supports individual and group treatment with a child-centred, playful approach in a school or therapeutic setting. Whilst session information varied, there is moderate evidence to suggest that a 15-week programme, with two weekly sessions, may be feasible. Conclusion: Children with motor skill difficulties need therapeutic intervention. This study identified the key elements of existing therapy intervention methods and converted it into a proposed framework for intervention planning. It is a first step towards addressing motor skill difficulties amongst pre-school children in low socio-economic areas.en_ZA
dc.description.urihttps://ajod.org/index.php/ajod/article/view/747
dc.format.extent8 pages ; illustrations
dc.language.isoen_ZAen_ZA
dc.publisherAOSIS
dc.subjectMotor ability in children -- Developing countriesen_ZA
dc.subjectPreschool children -- Rehabilitation -- Developing countriesen_ZA
dc.subjectOccupational therapy for children -- Developing countriesen_ZA
dc.subjectPhysical therapy for children -- Developing countriesen_ZA
dc.titleMotor skill intervention for pre-school children : a scoping reviewen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's version
dc.rights.holderAuthors retain copyright


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