Effect of Motor Skills on Cognitive Development of Children 3-10 Years in Tarka Local Government Area of Benue State

Abstract

Background: Child development in the early years of life is characterized by constant biological, psychosocial, and emotional changes resulting in acquisition and refinement in the cognitive domain. This study assessed the effects of motor skills on cognitive development of children between 3 to 10 years in Tarka Local Government Area (LGA), Benue State. Methods: The study employed a cross-sectional survey on a population of 64,934 children in Tarka LGA. A total of 382 participants were recruited through multistage sampling technique. The instruments used for data collection were, the Children's Memory Questionnaire-Revised (CMQ-R), the student’s previous academic scores, the ADHD symptom list in the DSM-IV, the Alberta Language and Development Questionnaire (ALDeQ) and the Ages & Stages Questionnaires, Third Edition (ASQ-3). Using mean scores, standard deviation, and simple linear regression, all statistical analysis were performed Results: The findings revealed that motor skills had effect on language learning of children. The regression analysis revealed no significant effect on language learning [p>.05] while motor skills had significant effect on academic performance; attention; and working memory [p<.05] in children in Tarka LGA. Conclusion: Motor skills had significant effect on cognitive development of children. The effect varied within language learning and performance. Experts in early childhood should strive to identify children with poorly developed or delayed motor skills following transitions in schools.