ABSTRACT

The presence of primitive (infant) reflexes in school-aged children as indicators of immaturity in neuromotor functioning has been associated with under-achievement in terms of reading, writing and mathematics, and been linked to conditions such as dyslexia, developmental coordination disorder (DCD) and attention deficit and hyperactivity disorder (ADHD). The research presented here explores the extent to which three such reflexes, previously linked to learning and behavioural difficulties in the classroom, were present in a sample of 120 children in the September that they started formal schooling (aged 4–5) in the United Kingdom (UK). Approximately half of these children then participated in a movement programme and 108 were then tested again towards the end of their first year at school. The data demonstrate that a high percentage of young children are, indeed, starting school with one or more of these reflexes present to some extent. Those children who received no additional input throughout the school year showed no improvements in their reflex status when compared to children who had participated in a developmental movement programme. Thus, recommendations are made for further research; particularly in relation to neuromotor screening, appropriate physical development provision prior to and during school; and developmental movement interventions for older children.

摘要

学龄儿童存在原始（婴儿）反射作为神经运动功能不成熟的指标，这与阅读、写作和数学方面的成绩不佳有关，并与阅读障碍、发育协调障碍 (DCD) 等疾病有关) 和注意力缺陷多动障碍 (ADHD)。本文介绍的研究探讨了在英国开始正规教育（4-5 岁）的 9 月份，120 名儿童样本中存在的三种此类反射（以前与课堂学习和行为困难有关）的程度（英国）。这些孩子中大约有一半参加了一项运动计划，108 名孩子在第一年结束时再次接受了测试。数据表明，确实有很大比例的幼儿在开始上学时在某种程度上存在一种或多种这些反射。与参加发展性运动计划的儿童相比，那些在整个学年没有接受额外投入的儿童的反射状态没有改善。因此，提出了进一步研究的建议；特别是与神经运动筛查、上学前和上学期间适当的身体发育相关；和针对年龄较大儿童的发展运动干预。与参加发展性运动计划的儿童相比，那些在整个学年没有接受额外投入的儿童的反射状态没有改善。因此，提出了进一步研究的建议；特别是与神经运动筛查、上学前和上学期间适当的身体发育相关；和针对年龄较大儿童的发展运动干预。与参加发展性运动计划的儿童相比，那些在整个学年没有接受额外投入的儿童的反射状态没有改善。因此，提出了进一步研究的建议；特别是与神经运动筛查、上学前和上学期间适当的身体发育相关；和针对年龄较大儿童的发展运动干预。