developmental_relations_among_motor_and_cognitive_processes_and_mathematics_skills.child_dev10.1111_cdev.12752_Image_Marked文档.pdf

Child Development, xxxx 2017, Volume 00, Number 0, Pages 1–19 Developmental Relations Among Motor and Cognitive Processes and Mathematics Skills Helyn Kim , and Chelsea A. K. Duran Claire E. Cameron University of Virginia University at Buffalo, State University of New York David Grissmer University of Virginia This study explored transactional associations among visuomotor integration, attention, fine motor coordina- tion, and mathematics skills in a diverse sample of one hundred thirty-five 5-year-olds (kindergarteners) and one hundred nineteen 6-year-olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kinder- garten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics con- tributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children’s mathe- matics skills are discussed. Mathematics learning during early elementary mathematics skills in early elementary school. Such school provides the foundation for studen