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School Readiness and CNS Maturity: Relation to Psychophysical and Psychosocial Development and to Early School Achievement
Author(s) -
FRISK M.
Publication year - 1991
Publication title -
acta pædiatrica
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.772
H-Index - 115
eISSN - 1651-2227
pISSN - 0803-5253
DOI - 10.1111/j.1651-2227.1991.tb11786.x
Subject(s) - maturity (psychological) , psychosocial , medicine , developmental psychology , erikson's stages of psychosocial development , test (biology) , feeling , clinical psychology , pediatrics , psychology , psychiatry , social psychology , paleontology , biology
. In randomly selected schools 113 girls and 102 boys were subjected to a School Readiness (SR) test and to a Complex Reaction Time (CRT) measurement at the age of 7. Their psychophysical development, social adjustment and school achievement were assessed by teachers and by means of self‐ratings during the first 3 school years. The developmental outcome of the children seemed principally related to CNS‐maturity as measured by CRT, and not to the SR test scores. A CNS‐dysfunction, indicated by slow CRT, seemed to be an essential handicap during the early school years, impairing particularly the boys' language and motor development and their school achievement and causing feelings of inferiority. This handicap, which is mainly a developmental delay, should thus be taken into consideration when assessing school maturity. Early detection of this handicap might enable us to take preventive measures with regard to these children.