Play and Pre-Literacy Among Young Children (PLAY)
21 de março de 2017 atualizado por: John Cairney, McMaster University
Children begin to develop fundamental motor skills (FMS), such as running and kicking, and pre-literacy skills, such as rhyming, during early childhood.
These skills are very important as they lay the foundation for more complex movements and literacy skill development later in life, support overall healthy development in several areas, and help contribute to the child's readiness for school.
A child with strong motor skills is well equipped to lead a life with healthy levels of physical activity, positive social interactions, positive self-perceptions, and greater cognitive and language abilities.
These skills will not develop optimally on their own so it is essential to teach, challenge, and reinforce them at an early age; often this learning takes place at home prior to entering school.
Most research on this topic has primarily focused on school-aged children or children with specific developmental challenges and less is known about teaching motor and pre-literacy skills to young children and giving parents the tools to practice these skills at home with their children.
The aim of the present study is to examine the effect of a motor and pre-literacy program, which emphasizes parental involvement, on motor, pre-literacy, social skills, cognitive abilities, and self-competence in 3 to 4 year old children with typical development.
Visão geral do estudo
Status
Concluído
Condições
Intervenção / Tratamento
Descrição detalhada
The primary purpose of the intervention is to support the overall healthy development of children.
Children will be recruited from families attending community agencies (e.g.
Ontario Early Years Centres) in Hamilton.
Interested parents will receive information flyers with the study team's contact information and instructions to contact the study team if they are interested in participating in the study.
Interested parents will be screened for eligibility of their child.
Information packages will be emailed or mailed to eligible families and will be followed-up with over the telephone in one week to obtain informed verbal consent.
Baseline appointments will be booked for all eligible children.
Informed written consent will be obtained at the baseline appointment before testing begins.
Children will be randomized 1:1 to either the experimental or wait-list control group.
Randomization will be completed using a computer algorithm.
All children will be assessed pre- and post-program as well as at follow-up, 5 weeks after the completion of the program.
Children in the wait-list control group will be assessed one additional time at baseline.
The program will run for one hour per week for 10 consecutive weeks.
Parents will be asked to complete a checklist each week indicating the number of times they practiced the activities at home.
A sample size of 36 children is considered sufficient to provide 80% power to detect a medium effect size, with an alpha of 0.05.
Eighteen children will be randomized to the experimental group and 18 children will be randomized to the wait-list control group.
Tipo de estudo
Intervencional
Inscrição (Real)
53
Estágio
- Não aplicável
Contactos e Locais
Esta seção fornece os detalhes de contato para aqueles que conduzem o estudo e informações sobre onde este estudo está sendo realizado.
Locais de estudo
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Ontario
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Hamilton, Ontario, Canadá, L8H 4L8
- Boys and Girls Club of Hamilton
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Hamilton, Ontario, Canadá, L8P 0A1
- McMaster Innovation Park
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Critérios de participação
Os pesquisadores procuram pessoas que se encaixem em uma determinada descrição, chamada de critérios de elegibilidade. Alguns exemplos desses critérios são a condição geral de saúde de uma pessoa ou tratamentos anteriores.
Critérios de elegibilidade
Idades elegíveis para estudo
3 anos a 4 anos (Filho)
Aceita Voluntários Saudáveis
Sim
Gêneros Elegíveis para o Estudo
Tudo
Descrição
Inclusion Criteria:
- typical development
Exclusion Criteria:
- diagnosed with any developmental delay (e.g., autism, Developmental Coordination Disorder, etc.) or health conditions that may prohibit safe participation in the program (e.g., unstable heart condition).
Plano de estudo
Esta seção fornece detalhes do plano de estudo, incluindo como o estudo é projetado e o que o estudo está medindo.
Como o estudo é projetado?
Detalhes do projeto
- Finalidade Principal: Outro
- Alocação: Não randomizado
- Modelo Intervencional: Atribuição Paralela
- Mascaramento: Nenhum (rótulo aberto)
Armas e Intervenções
Grupo de Participantes / Braço |
Intervenção / Tratamento |
|---|---|
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Experimental: Motor and pre-literacy program
First group to receive the motor and pre-literacy program.
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The program will run for 60 minutes once per week for 10 consecutive weeks and will consist of three components: direct FMS instruction, unstructured exploratory free-play, and an interactive storybook reading activity.
The curriculum and teaching strategies to be used for the first two segments of our intervention have been successfully implemented in previous research to improve the motor skills of 4 year old children with autism (Bremer, Balogh, & Lloyd, 2014).
Specific strategies and books were selected from an existing evidence-based curriculum (Justice & McGuinty, 2009).
There will be active involvement of at least one parent in the direct instruction and reading components.
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Comparador Ativo: Wait-list comparison
Second group to receive the motor and pre-literacy program after the experimental arm has completed the program.
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The participants will not participate in the motor and pre-literacy program for 10 weeks after enrollment and will continue with their normal daily life without any intervention.
After the experimental arm completes the motor and pre-literacy program, the wait-list group will receive the exact same motor and pre-literacy intervention.
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O que o estudo está medindo?
Medidas de resultados primários
Medida de resultado |
Prazo |
|---|---|
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Change from baseline in Peabody Developmental Motor Scales-2 at 11-12 weeks
Prazo: Baseline and 11-12 weeks
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Baseline and 11-12 weeks
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Change from baseline in pre-literacy skills (Phonological Awareness Literacy Screening: Preschool and Preschool Word and Print Awareness Test) at 11-12 weeks
Prazo: Baseline and 11-12 weeks
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Baseline and 11-12 weeks
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Medidas de resultados secundários
Medida de resultado |
Descrição da medida |
Prazo |
|---|---|---|
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Change from baseline in parental engagement in motor and pre-literacy activities at 15-16 weeks
Prazo: Baseline and 15-16 weeks.
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Baseline and 15-16 weeks.
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Change from baseline in Peabody Developmental Motor Scales-2 at 15-16 weeks
Prazo: Baseline and 15-16 weeks.
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Baseline and 15-16 weeks.
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Change from baseline in Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (Preschool-Kindergarten version) scale at 15-16 weeks
Prazo: Baseline and 15-16 weeks.
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Baseline and 15-16 weeks.
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Change from baseline in Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (Preschool-Kindergarten version) scale at 11-12 weeks
Prazo: Baseline and 11-12 weeks.
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Baseline and 11-12 weeks.
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Change from baseline in pre-literacy skills (Phonological Awareness Literacy Screening: Preschool and Preschool Word and Print Awareness Test) at 15-16 weeks
Prazo: Baseline and 15-16 weeks.
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Baseline and 15-16 weeks.
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Change from baseline in Behavior Rating Inventory of Executive Function®-Preschool Version (BRIEF®-P) scale at 15-16 weeks
Prazo: Baseline and 15-16 weeks.
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Parent-reported measure of executive function
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Baseline and 15-16 weeks.
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Change from baseline in Behavior Rating Inventory of Executive Function®-Preschool Version (BRIEF®-P) scale at 11-12 weeks
Prazo: Baseline and 11-12 weeks.
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Parent-reported measure of executive function
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Baseline and 11-12 weeks.
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Change from baseline in Social Skills Improvement System (parent version) scale at 15-16 weeks
Prazo: Baseline and 15-16 weeks.
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Parent-reported measure of social skills and behavioral problems
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Baseline and 15-16 weeks.
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Change from baseline in Social Skills Improvement System (parent version) scale at 11-12 weeks
Prazo: Baseline and 11-12 weeks.
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Parent-reported measure of social skills and behavioral problems
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Baseline and 11-12 weeks.
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Colaboradores e Investigadores
É aqui que você encontrará pessoas e organizações envolvidas com este estudo.
Patrocinador
Publicações e links úteis
A pessoa responsável por inserir informações sobre o estudo fornece voluntariamente essas publicações. Estes podem ser sobre qualquer coisa relacionada ao estudo.
Publicações Gerais
- Harter S, Pike R. The pictorial scale of perceived competence and social acceptance for young children. Child Dev. 1984 Dec;55(6):1969-82.
- National Research Council (US) and Institute of Medicine (US) Committee on Integrating the Science of Early Childhood Development; Shonkoff JP, Phillips DA, editors. From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington (DC): National Academies Press (US); 2000. Available from http://www.ncbi.nlm.nih.gov/books/NBK225557/
- Boethel M. Readiness: School, Family, & Community Connections. Annual Synthesis, 2004. Southwest Educational Development Laboratory [Internet]. 2004 [cited 2015 Feb2]. Available from: http://files.eric.ed.gov/fulltext/ED484507.pdf
- Bremer E, Balogh R, Lloyd M. Effectiveness of a fundamental motor skill intervention for 4-year-old children with autism spectrum disorder: A pilot study. Autism. 2015 Nov;19(8):980-91. doi: 10.1177/1362361314557548. Epub 2014 Nov 28.
- Clark JE From the beginning: a developmental perspective on movement and mobility. Quest [Internet]. 2005 [cited 2014 Dec 1]; 57(1):37-45. Available from: http://www.tandfonline.com/doi/pdf/10.1080/00336297.2005.10491841 DOI: 10.1080/00336297.2005.10491841
- Diamond A. Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Dev. 2000 Jan-Feb;71(1):44-56. doi: 10.1111/1467-8624.00117.
- Folio MR, Fewell RR. Peabody Developmental Motor Scales--2nd Edition. 1974
- Gioia G, Espy KA, Isquith PK. Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P). Odessa, FL: Psychological Assessment Resources; 2005.
- Gresham FM, Elliott SN. Social Skills Improvement System-Rating Scales. Minneapolis, MN: Pearson Assessments; 2008.
- Invernizzi MA, Sullivan A, Meier JD, Swank L. Phonological Awareness Literacy Screening: Preschool Charlottesville, VA: University of Virginia; 2004.
- Isenberg JP, Quisenberry N. A position paper of the Association for Childhood Education International PLAY: Essential for all Children. Childhood Education [Internet] 2002 [cited 2015 Feb 22];79(1):33-39. Available from: http://www.tandfonline.com/doi/pdf/10.1080/00094056.2002.10522763
- Iverson JM. Developing language in a developing body: the relationship between motor development and language development. J Child Lang. 2010 Mar;37(2):229-61. doi: 10.1017/S0305000909990432. Epub 2010 Jan 25.
- Justice LM, Ezell HK. Word and print awareness in 4-year old children. Child Language Teaching and Therapy [Internet] 2001 October [cited 2015 Apr 2];17(3): 207-225. Available from: http://clt.sagepub.com/content/17/3/207.full.pdf+html
- Justice LM, McGuinty AS. Read It Again-PreK!A Preschool Curriculum Supplement to Promote Language and Literacy Foundations. [Internet] 2009 [cited 2014 Oct 20]. Available from: http://arts-sciences.und.edu/communication-sciences-disorders/_files/docs/readitagain-prekmanual.pdf
- Logan SW, Robinson LE, Wilson AE, Lucas WA. Getting the fundamentals of movement: a meta-analysis of the effectiveness of motor skill interventions in children. Child Care Health Dev. 2012 May;38(3):305-15. doi: 10.1111/j.1365-2214.2011.01307.x. Epub 2011 Sep 1.
- Bedard C, Bremer E, Campbell W, Cairney J. Evaluation of a Direct-Instruction Intervention to Improve Movement and Preliteracy Skills among Young Children: A Within-Subject Repeated-Measures Design. Front Pediatr. 2018 Jan 17;5:298. doi: 10.3389/fped.2017.00298. eCollection 2017.
- Bedard C, Bremer E, Campbell W, Cairney J. A Quasi-Experimental Study of a Movement and Preliteracy Program for 3- and 4-Year-Old Children. Front Pediatr. 2017 May 1;5:94. doi: 10.3389/fped.2017.00094. eCollection 2017.
Datas de registro do estudo
Essas datas acompanham o progresso do registro do estudo e os envios de resumo dos resultados para ClinicalTrials.gov. Os registros do estudo e os resultados relatados são revisados pela National Library of Medicine (NLM) para garantir que atendam aos padrões específicos de controle de qualidade antes de serem publicados no site público.
Datas Principais do Estudo
Início do estudo
1 de junho de 2015
Conclusão Primária (Real)
1 de agosto de 2016
Conclusão do estudo (Real)
1 de agosto de 2016
Datas de inscrição no estudo
Enviado pela primeira vez
24 de abril de 2015
Enviado pela primeira vez que atendeu aos critérios de CQ
28 de abril de 2015
Primeira postagem (Estimativa)
4 de maio de 2015
Atualizações de registro de estudo
Última Atualização Postada (Real)
22 de março de 2017
Última atualização enviada que atendeu aos critérios de controle de qualidade
21 de março de 2017
Última verificação
1 de março de 2017
Mais Informações
Termos relacionados a este estudo
Palavras-chave
Outros números de identificação do estudo
- INCH-0415
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