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MEJDS (2018) 8: 72 |
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Zarezadeh Kheibari S, Amin Yazdi S A, Aali S, Kareshki H. The Modeling of the Relationships of Motor and Visuospatial Development on Functional-Emotional Development with the Mediating of Mother-child Interaction. MEJDS 2018; 8 :72-72
URL: http://jdisabilstud.org/article-1-1235-en.html
URL: http://jdisabilstud.org/article-1-1235-en.html
1- Ferdowsi University of Mashhad
Abstract: (2485 Views)
Background & objective: This study described the central role vision plays in different aspects of development and the challenges children face focusing on how experience and emotion interact to create understanding about what is seen by the eye and experienced as a vision by the mind. The Developmental, Individual Difference, Relationship-based (DIR®/Floortime™) Model is a framework that helps clinicians, parents, and educators conduct a comprehensive assessment and develop an intervention program tailored to the unique challenges and strengths of children with Autism Spectrum Disorders (ASD) and other developmental problems. The objectives of the DIR®/Floortime™ Model are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviors. Central to the DIR®/Floortime™ Model is the role of the child’s natural emotions and interests which is essential for learning interactions that enable the different parts of the mind and brain to work together and to build successively higher levels of social, emotional, and intellectual capacities. According to this model, individual differences like visuospatial processing of child is significant. Visuospatial Capacities include the progressive development of visuospatial aspects of body awareness and sense thinking, location of the body in space, the relation of objects to the self and other objects and people, conservation of space, visual, logical thinking, and representational thought.
Vision is central to development. Just as language involves more than words, Visuospatial thinking involves more than recognizing or even understanding the meaning of what is seen. The child needs to know how to move in space to perform actions, and how to visualize thoughts (in words or actions) to express the next idea or feeling through gestures and words. Movement requires vision, and children who have challenges using vision and movement cannot look around, move their body properly, and have difficulties with motor planning. These challenges can cause lack of symbolizing and thinking, therefore they cannot use language properly and communicate with significant others. Based on the DIR model, lack of communication would effect on the functional- emotional development of the child. The purpose of this study was the modeling of the relationships within motor and visuospatial development on functional-emotional development with the mediating of mother-child interaction.
Methods: This research was a correlational study. The statistical population of this study included all healthy preschool children of Mashhad. The sample consisted of 356 people who were selected by stratified sampling according to the entry and exit criteria. To measure the variables of the research, we used the “Developmental coordination disorder (Wilson, 2009)”, Visuospatial development scale (Wachs, 2014)”, “Parent-child relationship scale (Pianta, 1994)” and “Functional-emotional developmental level (Greenspan, 2002)” questionnaire. The data collected were analyzed by path analysis.
Results: The findings showed that motor and visuospatial development by mediating mother-child interaction were powerful predictors for the functional-emotional development level of children (AGFI =1.000, RSMEA=0.000). On the other hand, there was a significant correlation between the mother and child interaction with motor development (r=0.287) and visuospatial development (r=0.259). Besides there was a significant positive correlation between functional-emotional development with motor (r=0.344) and visuospatial development (r=0.413).
Conclusion: The DIR®/Floortime™ Model, however, is a comprehensive framework which enables clinicians, parents and educators to construct a program tailored to the child’s unique challenges and strengths. Motor and visuospatial development can have a significant role in the functional-emotional development level of the child. This effect occurs in the context of the relationship between mother and child. Therefore, it is recommended to hold psychological courses for awareness and empowerment of mothers to the concept of visuospatial development and effective communication with the child.
Vision is central to development. Just as language involves more than words, Visuospatial thinking involves more than recognizing or even understanding the meaning of what is seen. The child needs to know how to move in space to perform actions, and how to visualize thoughts (in words or actions) to express the next idea or feeling through gestures and words. Movement requires vision, and children who have challenges using vision and movement cannot look around, move their body properly, and have difficulties with motor planning. These challenges can cause lack of symbolizing and thinking, therefore they cannot use language properly and communicate with significant others. Based on the DIR model, lack of communication would effect on the functional- emotional development of the child. The purpose of this study was the modeling of the relationships within motor and visuospatial development on functional-emotional development with the mediating of mother-child interaction.
Methods: This research was a correlational study. The statistical population of this study included all healthy preschool children of Mashhad. The sample consisted of 356 people who were selected by stratified sampling according to the entry and exit criteria. To measure the variables of the research, we used the “Developmental coordination disorder (Wilson, 2009)”, Visuospatial development scale (Wachs, 2014)”, “Parent-child relationship scale (Pianta, 1994)” and “Functional-emotional developmental level (Greenspan, 2002)” questionnaire. The data collected were analyzed by path analysis.
Results: The findings showed that motor and visuospatial development by mediating mother-child interaction were powerful predictors for the functional-emotional development level of children (AGFI =1.000, RSMEA=0.000). On the other hand, there was a significant correlation between the mother and child interaction with motor development (r=0.287) and visuospatial development (r=0.259). Besides there was a significant positive correlation between functional-emotional development with motor (r=0.344) and visuospatial development (r=0.413).
Conclusion: The DIR®/Floortime™ Model, however, is a comprehensive framework which enables clinicians, parents and educators to construct a program tailored to the child’s unique challenges and strengths. Motor and visuospatial development can have a significant role in the functional-emotional development level of the child. This effect occurs in the context of the relationship between mother and child. Therefore, it is recommended to hold psychological courses for awareness and empowerment of mothers to the concept of visuospatial development and effective communication with the child.
Keywords: Motor Development, Visuospatial Development, Mother-Child Interaction, Functional-Emotional Development Level, Path Analysis.
Type of Study: Original Research Article |
Subject:
Psychology
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