ArticleFrontiers in psychology2021
Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
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Who cites it
9 citing papers in PubMed.
- When Development Falls out of Sync: A Developmental Timing Framework for Learning Disabilities.Brain sciences · 2026Review
- Experiences and Opinions of Physiotherapists, Children, Families, and Teachers About School-Based Physiotherapy-Led Interventions: A Metasynthesis of Qualitative Studies.Healthcare (Basel, Switzerland) · 2025Review
- Fine Motor Skills, Executive Function, and School Readiness in Preschoolers with Externalizing Behavior Problems.Behavioral sciences (Basel, Switzerland) · 2025Article
- Pervasive Motor and Balance Difficulties in University Students With Dyslexia.Dyslexia (Chichester, England) · 2025Article
- Using a neural network to derive early childhood neurodevelopmental profiles in the New Hampshire Birth Cohort Study.BMJ public health · 2025Article
- Beyond the Classroom: Investigating the Relationship between Psychomotor Development and Academic Achievement in 4-12-Year-Olds.Children (Basel, Switzerland) · 2024Article
- A Systematic Review of Conceptualizations, Early Indicators, and Educational Provisions for Intellectual Precocity.Journal of Intelligence · 2024Review
- Multiview child motor development dataset for AI-driven assessment of child development.GigaScience · 2022Article
- From Home to Classroom: Exploring Caregiver Perspectives on Preschool Readiness and Resilience in Buea, Cameroon.Sage open pediatricsArticle
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
A promising approach for studying school readiness involves a person-centered approach, aimed at exploring how functioning in diverse developmental domains conjointly affects children's school outcomes. Currently, however, a systematic understanding lacks of how motor skills, in conjunction with other school readiness skills, affect a child's school outcomes. Additionally, little is known about longitudinal associations of school readiness with non-academic (e.g., socioemotional) school outcomes. Therefore, we examined the school readiness skills of a sample of Dutch children (
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Registered trials
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