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Edits on Developmental Psychology
social and emotional development
A child's social and emotional development can be disrupted by motor coordination problems as evidenced by the environmental stress hypothesis. The environmental hypothesis explains how children with coordination problems and developmental coordination disorder are exposed to several psychosocial consequences which act as secondary stressors, leading to an increase in internalizing symptoms such as depression and anxiety[1]. Motor coordination problems affect fine and gross motor movement as well as perceptual-motor skills. Secondary stressors commonly identified include the tendency for children with poor motor skills to be less likely to participate in organized play with other children and more likely to feel socially isolated[2].
Sample articles
Prosocial_behavior#Prosocial_behavior_in_childhood_through_early_adolescence
The Animal Fun Program[3]
Social skills and motor ability[4]
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References
- ^ Cairney, John; Veldhuizen, Scott; Szatmari, Peter (2010). "Motor coordination and emotional-behavioral problems in children". Current Opinion in Psychiatry. 23: 324–329. doi:10.1097/YCO.0b013e32833aa0aa.
- ^ Cairney, John; Veldhuizen, Scott; Szatmari, Peter (2010). "Motor coordination and emotional-behavioral problems in children". Current Opinion in Psychiatry. 23: 324–329. doi:10.1097/YCO.0b013e32833aa0aa.
- ^ Piek, J. P., Kane, R., Rigoli, D., McLaren, S., Roberts, C. M., Rooney, R., . . . Straker, L. (2015). Does the Animal Fun Program improve social-emotional and behavioral outcomes in children aged 4-6 years old? Human Movement Science, 43, 155-163.
- ^ Wilson, Alicia; Piek, Jan, P.; Kane, Robert (3 Sep 2012). "The Mediating Role of Social Skills in the Relationship between Motor Ability and Internalizing Symptoms in Pre-primary Children". Infant and Child Development. 22 (2): 151-164. doi:10.1002/icd.1773.
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