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Effects of home and education environments on children's motor performance in China
Author(s) -
Hua Jing,
Duan Tao,
Gu Guixiong,
Wo Da,
Zhu Qinqin,
Liu JiangQin,
Liu Ming,
Wu Zhuochun,
Meng Wei
Publication year - 2016
Publication title -
developmental medicine and child neurology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.658
H-Index - 143
eISSN - 1469-8749
pISSN - 0012-1622
DOI - 10.1111/dmcn.13073
Subject(s) - china , psychology , physical medicine and rehabilitation , medicine , political science , law
Aim The aim of this study was to examine the effects of home and educational environments on children's motor performance in China. Method We conducted a cross‐sectional study of 4001 preschool children selected from 160 classes. The children's motor performance was assessed using the Movement Assessment Battery for Children, 2nd edition ( MABC ‐2). Home and educational environments were evaluated using validated checklists. The effects of home and educational environments on motor performance were analysed using mixed and multilevel logistic regression models. Results The results showed that one score increase in the outside space of the family home was positively associated with the increase in total test score (0.104) subtest score of aiming and catching (0.037), and balance (0.034) of the MABC ‐2, after adjusting for potential confounders (each p <0.05). Possession of motor toys at home and parental rearing behaviours were also related to total test score, manual dexterity, and balance ( β =0.022–0.104, each p <0.05). Space and furnishings, activity, and interaction in the classroom had a significant positive association with total test score ( β =0.069–0.201), and with subtest scores of manual dexterity, aiming and catching, and balance respectively ( β =0.115–0.206). Space and furnishings of classrooms and possession of toys in the household were protective factors for ‘at risk’ or significant poor performance (odds ratio 0.942–0.973, each p <0.05). Interpretation A permissive and accepting family and educational environment made a positive contribution to children's motor performance. Access to sufficient space and furnishings within the classroom, as well as toys in the family, were protective factors for poor motor performance. Future assistance is needed to support an advantageous environment in early childhood programmes in China.