Relationship Between Constructive Task Achievement and Concept Acquisition, Activities of Daily Living Associated With Fine Motor Control, and Spatial Cognition: Children Who Are Blind

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  • 盲幼児児童におけるはめこみ構成課題の達成と概念理解・手指操作を伴う日常生活動作・大規模空間認知との関連
  • モウ ヨウジ ジドウ ニ オケル ハメコミ コウセイ カダイ ノ タッセイ ト ガイネン リカイ ・ テサシ ソウサ オ トモナウ ニチジョウ セイカツ ドウサ ・ ダイキボ クウカン ニンチ ト ノ カンレン

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Abstract

The purpose of the present study was to investigate the relationship between constructive task achievement in children who were blind and their acquisition of concepts such as size, length, and weight; skills in activities of daily living associated with fine motor control, such as using a spoon or dressing themselves; and aspects of spatial cognition, such as orientation and mobility. The participants in the experiment were 27 children who were blind. The results showed significant relations between the children's constructive task achievement and their concept acquisition, activities of daily living associated with fine motor control, and spatial cognition. Ten constructive tasks involving panel boards were divided into 2 types, based on how they were combined: (a) tasks involving combining panel boards that were identical, and (b) tasks involving combining panel boards that were different. Based on their performance in the experimental task that had involved combining panel boards that were different, the participants were divided into 2 groups: success (attainment) group or failure (non-attainment) group. Compared with the attainment group, the non-attainment group had significantly lower scores in concept acquisition, activities of daily living, and spatial cognition. These results suggest that using a constructive task when learning may help foster readiness for concepts, activities of daily living, and spatial cognition, and that the assessment of children who are blind should be performed comprehensively with reference to all these learning areas.

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