Henry & Wolf 1

Final Research Draft

Hayden Henry & Abigail Wolf

8708374 & 8700874

Bachelor of Early Learning Program Development, Conestoga College

RSCH 74000- Professional Research Internship

Daniel Poliszczuk

April 19th, 2024

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Introduction

Children’s motor development involves all movements crucial to exploring

one’s environments leading to a healthy lifestyle physically and mentally

(Engel-Yeger, 2010, p. 670). Children experiencing a delay in these areas are found

to have many daily challenges within their day to day activities such as meeting their

own basic needs, communicating and learning (Engel-Yeger, 2010, p. 670). Within

today’s society many children enrolled in school and child care programs are lacking

opportunities to build their fine and gross motor development, overall affecting them

in later years (Sánchez et al, 2017, p. 1). Studies have conducted research that

demonstrates a relationship between fine and gross motor development, in school

and child care programs, to how such skills are carried throughout children’s lifetime

(Sánchez et al, 2017, p. 1). Therefore children lacking opportunities to develop their

motor skills will be more prone to experience challenges in completing their everyday

needs in relation to those engaging in motor activities within schools and childcare

programs (Sánchez et al, 2017, p. 1). To help assist early intervention and children

facing motor development delays, information to educators, teachers, occupational

therapists and guardians will be crucial to address the ways in which we can best

support these children. Once understandings for these individuals are built,

opportunities for children to incorporate fine and gross motor skills must be

implemented on a daily basis. This ensures children are meeting predicted

milestones to a healthy lifestyle. Therefore, it is crucial to examine whether children’s

developmental delays have a negative impact on their social involvement.

Literature Review

Defining Fine and Gross Motor Development

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Motor development can be defined as children's abilities to successfully use

their muscles to complete daily activities (Gonzalez et al., 2019). This consists of

both fine and gross motor development. Fine motor skills will often develop first and

require the use of smaller muscles to grasp and manipulate objects (Gonzalez et al.,

2019, para 2). Gross motor skills develop later throughout the early years, requiring

the use of larger muscle movements to walk, run, jump, crawl and much more

(Gonzalez et al., 2019, para 2). When defining the concept of a motor developmental

delay, it is presumed that it occurs when an individual does not reach developmental

milestones within a designated society (Khan, 2023, para. 5).

Social Involvement and Types of Involvement

Social involvement can be described as any interactions pertaining to

individuals engaging with surroundings (environment, peers etc.) within society. This

may look like extracurricular activities within the community and school environment.

While children engage in social activities, it provides the opportunity for

children to improve their social development. Social development is defined as the

ability to relate to others and learn social skills to engage in conversations with their

family and peers, as well as within one’s school and community (Kirk & Jay, 2018,

para. 10). Having the skills and practicing social development encourages children to

become more active with their peers within recreational activities, casual gatherings,

and in school. Social involvement allows children to build essential skills including

communication, teamwork, sharing, taking turns and problem solving, overall

supporting their social development (Claire, 2023).

When examining types of involvement a major concept is recreational

settings. Recreation can be defined as involving one’s use of motor development to

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engage in enjoyable activities of interest (Khasnabis et al., 2010, para. 9). These

could include clubs, peer gatherings, sports, school activities, the playground and

much more.

The Role of Motor Development in Life

Motor development plays a crucial role within the early years of childhood.

Within these years, children learn and practice basic movements that lead to forming

more compounded movements or skills for day to day living, sports, recreational

activities, and more (Hestbaek et al., 2017, para. 3). Furthermore, motor

development is not only essential in the early years, but is a necessity that is carried

throughout one’s life into adulthood. In adulthood individuals should have the motor

capabilities to successfully control their muscles, exercise and have core

understandings of their body within one’s environment to stay healthy (Grell, 2023).

As children with motor developmental delays have an absence of physical activity

through infancy and childhood, this can overall lead to limited engagement of one’s

physical activity in adulthood (Sánchez et al, 2017, p. 3). Studies have linked

children’s physical activity throughout childhood to the likelihood of physical activity

levels through adulthood. It was found that the earlier the motor skills develop, the

more prone they are to leisure and physical activities within adulthood (Aaltonen et

al, 2015, p. 2114). A similar study states that children experiencing challenges within

the fine and gross motor activities during their infancy will lead to less time spent

doing physical activity and no sport club attendance (Sánchez et al, 2017, p. 3).

Theoretical Frameworks
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Jean Piaget touches upon the physical development of children through the

sensorimotor stage (0-2 years old) of the ‘Theory of Cognitive Development’. Piaget

defines this first stage as infants' abilities to learn with their senses and motor

development, mainly surrounding children’s physical interactions within their

exploration of the environment (Ansorge, et al, 2024, para 4). According to Piaget,

during this stage children are engaging in the process of understanding physical

sensations and coordination of one’s body movements (Mcleod, 2024, para. 11).

Piaget, therefore states a connection between children's motor skills to foster social

interactions within one’s experiences.

Arnold Gesell developed the Maturational-Developmental Theory, where he

overlooked the milestones children achieved while approaching developmental

stages (Gesell Program in Early Childhood, 2024, para. 1). Gesell explains that this

theory consists of internal and external factors that influence children’s growth

sequences (Gesell Program in Early Childhood, 2024, para. 2). Internal factors such

as genetics, personality, physical growth, and external factors such as environment,

parenting styles, and early experiences with peers and adults, all play a crucial role

in children’s development process (Gesell Program in Early Childhood, 2024, para.

2). Gesell explains within his theory, due to the observations and studies he has

conducted, that children do not always complete developmental sequences at the

same point in life (i.e., same age) (Gesell Program in Early Childhood, 2024, para.

2). Therefore, Gesell outlines a set of physical development stages that should be

achieved as children continue to grow, which then can also be used to identify delays

in development when children are not achieving such milestones. Gesell’s external

factors greatly demonstrate the leading contributions impacting children’s motor

development within the study.

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Lev Vygotsky's Social Learning Theory focuses on how children develop

through social factors of interactions and mental abilities (Mcleod, 2024, para. 3).

Through these interactions children are able to develop critical skills of collaboration

and cooperative learning beneficial for later years (Mcleod, 2024, para. 4). Vygotsky

also brings the importance to the role one’s community has on this process of

“making meaning” (Mcleod, 2024, para. 11). Through this theory, the value of social

interactions in childhood can be displayed.

Research Question

Contributions to the literature have been seen through examining multiple

studies to gain deeper understanding on the topic. This knowledge was then used to

raise questions to overall form evidence to the research question. Based on the

stated literature the research question being explored is; how do motor

developmental delays impact children's social involvement in recreational settings?

We believe this question will display a strong correlation towards negative impacts

on social involvement.

Method

This research was conducted through a scoping review approach of

secondary research on how motor developmental delays impact children’s social

involvement. A systematic analysis approach was used to collect and synthesize

data. This qualitative data consisted of exploratory research through a cross

sectional study. This methodology will contain three concepts: (1) data sources, (2)

data collection and (3) data analysis.

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Data Sources

The research question has directed the data collection. The definitions of

motor developmental delays and recreational settings were crucial to clarify the

research focus. The focus of the review was on kindergarten-aged children (3-6 year

olds). A wide search of articles through EBSCOhost online library platform was

completed to gain overall understanding of the topic. Keywords to target our

research focus included motor development, social involvement, children, recreation

activities, parental support, social interaction, kindergarten. A research criteria of

inclusions and exclusions was then set in place to find articles that strongly represent

the question. Ensuring the credibility and trustworthiness of articles selected was

crucial in the process by evaluating the background of authors, publishers used and

years published. The research collected will be academically organized through

online secure data collection platforms. These platforms are restricted by only

allowing designated editors to access and retain information.

Table 1. Scoping Review Search Results

Search
Database Search Terms Limiters Results

EBSCOhost motor development AND Scholarly (peer reviewed) 8

social involvement AND journals;
early years Published date: 2010-2023

EBSCOhost Motor development delays Scholarly (peer reviewed) 4

AND social development journals;
AND kindergarten Published date: 2010-2023

EBSCOhost Motor development AND Scholarly (peer reviewed) 7

social involvement journals;
Published date: 2010-2023

EBSCOhost Motor development AND Scholarly (peer reviewed) 11

social participation journals;
Published date: 2010-2023
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The definitions of motor developmental delays and recreational settings

allowed six peer reviewed articles, using secondary research, to be used in order to

collect data. These peer reviewed articles structured the research conducted as they

indicated the type of data collected to support and expand upon the topic at hand

Data Collection

Retrieving data entailed a process focused on ensuring the relevance of the

topic was reflected. Multiple formats of articles were selected (e.g. theoretical and

empirical articles) if they contained the inclusions of the scoping review topic.

Inclusions consisted of peer reviewed articles addressing children aged 3 to 6 years

old and motor development milestones in relation to social interactions published

between the years 2010 to 2023. Exclusions included (1) non recreational activities,

(2) adult guided and (3) only focused on motor development delays without social

involvement. The research conducted followed a linear design as data was collected,

followed by being analyzed, and finally reported within the research proposal. A

linear design was used to conduct academic research that ensured the data

collected was accurate and reflected information needed to expand upon the overall

thesis of the proposal. Non-reactive data collection techniques were performed in

order to collect necessary data related to the research question. Techniques to

complete the scoping review consisted of a systematic review approach where

existing statistics were pulled in order to conduct the academic research needed to

support the overall research proposal. Furthermore, case studies were analyzed to

retrieve specific data from credible sources that allowed in depth data collection to

ensure accurate conclusions were made. Lastly, content analysis is implemented to

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provide a definitive understanding of concepts at hand. After analyzing 30 peer

reviewed articles, 6 total were selected to be included in the scoping review.

Data Analysis

Synthesis analysis will be used to conduct a thorough analysis of the data

collected. This decision was made as the research conducted is qualitative from peer

reviewed, secondary sources. Through this, an examination of the literature took

place to pull and retain main themes, concepts, and patterns. Data interaction has

been completed to analyze both variables of motor development delays and social

interactions as a whole where one influences the other. This was beneficial in

gaining accuracy for the scoping review topic. After taking into consideration our

exclusion criteria, six studies were examined for the analysis. The data was

synthesized through grouping the findings into key themes showing similar patterns

which relate to the topic at hand.

Findings

Two of the six articles selected examined motor development and social

interaction through theoretical papers. Four of the six articles selected examined

motor development and social interaction through empirical papers. Two of the

empirical articles used qualitative research (N= 2) and the remaining two of the

empirical articles used quantitative research (N= 2).

The 6 selected articles for motor development and social involvement

identified 4 key themes of children experiencing motor delays: (1) participation in

social involvement, (2) Developmental Coordination Disorder, (3) parent support and

(4) the community.

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Majority of the studies indicate that children who have motor developmental

delays find it difficult to be active with children socially, outside of their household,

due to the lack of participation in sports, clubs, and casual gatherings between

friends (Nobre et al., 2023, para. 1).

Participation in Social Involvement

Two of the six selected articles discussed the lack of participation in

recreational activities such as community programs, clubs, sports, and interacting

with friends for those experiencing motor development delays (Collins et al., 2017,

para. 9; Nobre et al., 2023, p. 10). This is because children’s motor developmental

delays can prevent children from participating in activities with other children as it

limits them to play at the park on the playground, play tag around one’s backyard,

and more (Collins et al., 2017, para. 9). Children’s developmental delays cause limits

to engage in such activities due to motor boundaries. If opportunities arise for

children to engage in physical activities, their motor developmental delays can create

a border between what they can and cannot do. For example, children with gross

motor delays (i.e., delays in walking, running, jumping, etc.) will be limited to engage

in a game of tag as they are unable to complete required components of the selected

game. When children are able to participate in activities, they gain skills through the

opportunity presented and an increase of confidence can also be developed (Nobre

et al., 2023, p. 10). Data demonstrates that children facing motor development

delays will feel a sense of fear and failure when engaging with peers in physical

activities (i.e., sports) as they have lower self belief due to the limitations previously

presented (Nobre et al., 2023, p. 10).

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Developmental Coordination Disorder

Two of the six selected articles provide evidence that demonstrates how

Developmental Coordination Disorder impacts children’s ability to participate in

recreational and leisure activities with peers (Engel-Yeger, 2010, p. 671; Nobre et al.,

2023, p. 1). Furthermore, Developmental Coordination Disorder (DCD) is a disorder

that demonstrates the aspects above and is one that researches look into, as it is a

neurodevelopmental condition that limits children’s motor movements (Engel-Yeger,

2010, p. 671; Nobre et al., 2023, p. 1). When connecting the results of the studies to

participation in leisure activities, it does not only include being skillful but also

requires children’s confidence (Nobre et al., 2023, p. 10). Researchers found that

children with DCD will often feel a sense of fear and failure when engaging with

teammates (Nobre et al., 2023, p. 10). Social interactions and understandings of the

shared common goal of the activity is crucial, and will often result in a high demand

on children with DCD as they have a lack in self belief of their own abilities (Nobre et

al., 2023, p. 10).

Parent Support

Two of the six selected articles provide detailed information regarding the

impact parent support has on children’s social interactions who have motor

developmental delays (Collins et al., 2017, para. 16; Van Keer et al., 2019, p. 156).

Although peers play a crucial role in children’s motor development, guardians of

children with developmental delays have a primary role in fostering lifelong habits

and disability support (Van Keer et al., 2019, p. 156). Van Keer et al., (2019) declares

that parents provide social interactions for their children in order to support their

development and get the essential social interactions their children need (p. 156).
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Within the study, parents stated that they alter their daily routines in order for all

participants of their family to engage in activities together, everyday (Van Keer et al.,

2019, p. 156). It was demonstrated that without the support of their parents, children

with motor developmental delays’ social interactions are in fact negative (Van Keer et

al., 2019, p. 156). Another study supports this statement regarding high parent

support, but also argues that not all parents have the flexibility in their schedule to

show such support and therefore, their children are transferred to institutions where

they can receive more care but see very little involvement regarding activities and

programs (Collins et al., 2017, para. 16).

The Community

One of the six selected articles discussed the importance of inclusive

programs for children’s social involvement who have motor developmental delays

(Collins et al., 2017, para. 9). Unfortunately, these programs are not always available

and therefore, motor developmental delays negatively affect children’s social

involvement as they are unable to participate in programs within the school and

community when they are not inclusive (Collins et al., 2017, para. 14). This article

showed results that children who did not participate in early childhood programs,

either inside the school or within the community, had social emotional struggles

(Collins et al., 2017, para. 14). Furthermore, this demonstrates the negative impact

having a motor developmental delay has on children. The study expresses that

children with such developmental delays are overall excluded from participating in

activities and programs that other children, the same age, participate in (Collins et

al., 2017, para. 14).

Table 2. Major and Sub-Themes of Articles

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Major Themes Sub-themes

Participation in Social Involvement Lack of participation, limitations,

barriers, unengaged, negative
effects, excluded

Developmental Coordination Disorder Inaccurate development, gross

motor, confidence, self belief, self
efficiency

Parent Support Alter daily routines, social

interactions, support, care, engage,
flexible, challenging

The Community Inclusive programs, benefit,

social-emotional, peer engagement,
participation

Discussion

The study examined motor development delays in context to social

interactions. Through the selected articles, findings can suggest children

experiencing motor development delays will face negative social interactions.

Through the emerging themes, this can be greatly affected by children’s ability to

participate in social involvements, challenges of Developmental Coordination

Disorder (DCD), parent support, and the community.

Drawing on Jean Piaget’s theory, this study addressed the importance of

motor development through one’s environment (Begum, et al, 2024, para 4).

Children with motor development delays showed lower abilities to successfully

engage in social interactions with peers and communities. These findings are

consistent to Paiget’s view as children must gain motor abilities in the sensorimotor

stage to successfully interact with one’s environment through physical exploration

before entering the following stage (Begum, et al, 2024, para 4). When children do

not complete this primary stage, a delay in motor development can be identified,

greatly impacting the child’s social interactions.

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According to Arnold Gesell, his theory contained information regarding the

milestones children reach while entering developmental stages (Gesell Program in

Early Childhood, 2024, para. 1). Children with motor developmental delays will be

unable to reach and accomplish Gesell’s developmental sequences as their

developmental delay creates a physical limitation. These findings relate to Gesell’s

theory as it can indicate when children have a motor developmental delay. When

children are not achieving developmental milestones, especially at the same rate as

other children their age, it can be the beginning step to identify motor development

delays in children.

Lev Vygotsky’s theory can be seen within the study through the crucial

aspects of children’s social factors and interactions (Mcleod, 2024, para. 3). The

study addresses the lack of participation children with motor development delays

experience during clubs, sports, interactions with peers and community programs

due to the inability to successfully complete the required roles. These findings align

with Vygotsky’s ‘Social Learning Theory’ of developing strictly through social

interactions as children with developmental delays experience a lack of social

interaction and therefore lead to a poor development (Mcleod, 2024, para. ).

Children experiencing motor development delays are often left on the back

burner for assistance. This highlights the importance of recognition these children

require to create a healthy lifestyle. Therefore, it is crucial for these children to

receive support and proper social interactions with other children within the early

ages in order to be successful in their later years as well. With more awareness of

the studies findings, support can be provided through stakeholders such as

educational supports, occupational therapists and guardians.

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Similar studies have stated findings that relate to the research conducted

within this study. Studies on social participation within early childhood have

demonstrated the importance this holds on children’s overall health and well-being

(Hoffmann, et al, 2023, para 7). Social participation plays a role in children's

successful social-emotional development leading to a crucial sense of belonging

(Hoffmann, et al, 2023, para 7).

A study on inclusive programs presents findings that relate to the research

conducted in this study. They both state that inclusive programs give children the

opportunity to feel like they belong through social involvement (i.e., friendships or

casual conversations), as well as allowing children to express themselves in a

positive environment (Byington, 2009, para. 9).

Limitations and Future Steps

Limitations have been found within this study. Research that was gathered

regarding the community demonstrates valid conclusions that connect to other

studies presented within the literature review. This was one of the only studies found

that indicates the impact community programs have on children with motor

developmental delays. This could reflect a limitation of the search strategy, therefore

the data collected could be insufficient and cannot conclude if it actually has any sort

of effect on children with motor developmental delays as there is not enough data

collected in this area to have a strong, proven, conclusion.

Furthermore, the duration to complete this research study was limited to a

time frame. With more time, an ethics application would have been completed to

conduct primary research on the topic. Since data observed and collected would be

based on children’s development and social interactions, it would take years to

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gather accurate data to make a concrete conclusion. Therefore, our data had to be

collected through a cross sectional secondary data approach.

Conclusion

The study has demonstrated that motor developmental delays have negative

impacts on children’s social involvement. The biggest finding revolving children with

motor developmental delays is the lack of social participation with other children

through group gatherings and community programs (Collins et al., 2017, para. 9).

Lack of social participation can be caused due to Developmental Coordination

Disorder, as it limits children’s physical ability to engage in activities (Engel-Yeger,

2010, p. 671; Nobre et al., 2023, p. 1). As children with motor developmental delays

are more likely to struggle with social interaction with their peers, they rely on their

parents or guardians to foster opportunities of social interactions needed for their

development and well-being (Van Keer et al., 2019, p. 156). Communities are also at

the forefront of supporting social involvement to children experiencing motor

development delays. This creates a barrier for many children as community

programs are not always available, leaving children with a lack of outside support to

participate in inclusive programs (Collins et al., 2017, para. 14).

Throughout the research process, gaps were experienced when gathering

academically appropriate data through the selected articles. Although these studies

identify the impacts children with motor development delays experience within their

day to day lives, gaps in the literature can be found. A lack of information has been

provided on recommendations to best support and address these children

experiencing motor development delays. Kindergarten educators hold a

responsibility to ensure all children’s needs are being observed and supported
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through policy. When looking at recreational engagement, children may lack this

support as there is potential of less qualified individuals leading activities.

These findings demonstrate the negative impact developmental delays have

on children’s social involvement. The findings offer accurate data that was conducted

to provide academically appropriate conclusions on the topic; How motor

developmental delays impact children’s social involvement in recreational settings.

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