Play and Pre-Literacy Among Young Children (PLAY)
2017年3月21日 更新者：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.
研究概览
详细说明
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.
研究类型
介入性
注册 (实际的)
53
阶段
- 不适用
联系人和位置
本节提供了进行研究的人员的详细联系信息，以及有关进行该研究的地点的信息。
学习地点
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Ontario
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Hamilton、Ontario、加拿大、L8H 4L8
- Boys and Girls Club of Hamilton
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Hamilton、Ontario、加拿大、L8P 0A1
- McMaster Innovation Park
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参与标准
研究人员寻找符合特定描述的人，称为资格标准。这些标准的一些例子是一个人的一般健康状况或先前的治疗。
资格标准
适合学习的年龄
3年 至 4年 (孩子)
接受健康志愿者
是的
有资格学习的性别
全部
描述
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).
学习计划
本节提供研究计划的详细信息，包括研究的设计方式和研究的衡量标准。
研究是如何设计的？
设计细节
- 主要用途：其他
- 分配：非随机化
- 介入模型：并行分配
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
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实验性的：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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有源比较器：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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研究衡量的是什么？
主要结果指标
结果测量 |
大体时间 |
|---|---|
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Change from baseline in Peabody Developmental Motor Scales-2 at 11-12 weeks
大体时间：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
大体时间：Baseline and 11-12 weeks
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Baseline and 11-12 weeks
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次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Change from baseline in parental engagement in motor and pre-literacy activities at 15-16 weeks
大体时间：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
大体时间：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
大体时间：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
大体时间：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
大体时间：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
大体时间：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
大体时间：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
大体时间：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
大体时间：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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合作者和调查者
在这里您可以找到参与这项研究的人员和组织。
出版物和有用的链接
负责输入研究信息的人员自愿提供这些出版物。这些可能与研究有关。
一般刊物
- 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.
研究记录日期
这些日期跟踪向 ClinicalTrials.gov 提交研究记录和摘要结果的进度。研究记录和报告的结果由国家医学图书馆 (NLM) 审查，以确保它们在发布到公共网站之前符合特定的质量控制标准。
研究主要日期
学习开始
2015年6月1日
初级完成 (实际的)
2016年8月1日
研究完成 (实际的)
2016年8月1日
研究注册日期
首次提交
2015年4月24日
首先提交符合 QC 标准的
2015年4月28日
首次发布 (估计)
2015年5月4日
研究记录更新
最后更新发布 (实际的)
2017年3月22日
上次提交的符合 QC 标准的更新
2017年3月21日
最后验证
2017年3月1日
更多信息
与本研究相关的术语
其他研究编号
- INCH-0415
此信息直接从 clinicaltrials.gov 网站检索，没有任何更改。如果您有任何更改、删除或更新研究详细信息的请求，请联系 register@clinicaltrials.gov. clinicaltrials.gov 上实施更改，我们的网站上也会自动更新.