Academics looked at the physical readiness of 120 UK four- to five-year-olds in the September that they started formal schooling.
Using a screening test devised by academics and Sally Goddard Blythe, a psychologist specialising in neurodevelopmental problems, the researchers looked for signs of neuromotor immaturity by looking at the child’s ability to sit still, develop control of specific eye movements that are required for reading, writing, copying and catching a ball, and the hand-eye coordination involved in handwriting.
The study, published in Education 3–13, found that 60 per cent of the sample showed signs of significant immaturity in the postural and motor skills needed to support motor aspects of learning in the classroom.
In 2004/5, a similar study undertaken in Northern Ireland found that 45 percent of children in the same age group had immature in neuromotor skills, Ms Goddard-Blythe told Nursery World.
She said, ‘It suggests that there is probably a growing trend. There are two distinct groups of children that fall into the category: those where there are underlying possible medical neurological problems and those for whom there are no known medical or neurological problems, who perhaps are not getting the same opportunities for free movement and lots of growth motor experience in the early years, which means that the experiential side of development is not maturing at the rate that it apparently used to do.’
She added, ‘Previous research has shown that there is a correlation between immature physical skills and lower educational achievement. The first step to improving learning in general, is to provide all children with a sound physical foundation to support all motor aspects of subsequent learning.’
Half of the children involved in the study participated in a movement programme and 108 of the original 120 children were reassessed at the end of the academic year. The children who received no additional physical input throughout the school year showed no improvements in indicators of neuromotor function when compared to children who had participated in the Movement for Learn programme.
The testing was done in 2017. The published results are the second part of a three-part study.
Ms Goddard-Blythe said, ‘The results show that a daily movement programme, particularly if it’s developmentally appropriate, is helpful in improving children’s neuromotor skills and the physical foundations for learning.’
The researchers concluded that the early years of education up to Year 2 should include the opportunity for children to develop and practise motor skills with the:
- Re-introduction of regular screening of children’s neuromotor function at the time of school entry and at key stages in the educational process to help identify and prevent the onset of under-achievement and possible secondary associated behavioural problems linked to immature neuromotor function; and the
- introduction of specific daily movement programmes, which have been shown to be effective in reducing signs of neuromotor immaturity, into early years and primary education settings as standard practise.
The report acknowledged that further large-scale research is needed, particularly in relation to neuromotor screening; appropriate physical development provision prior to and during school; and developmental movement interventions for older children.
Neuromotor Readiness for School: the primitive reflex status of young children at the start and end of their first year at school, is co-authored by Sally Goddard Blythe MSc from the Institute for Neuro-Physiological Psychology, Chester; Rebecca Duncombe PhD, independent researcher and co-director of Move, Listen and Learn Ltd; Pat Preedy PhD, Consultant at Neuroway; and Trish Gorely PhD, professor of Physical Activity for Health, Department of Nursing and Midwifery, University of the Highlands and Islands.