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The Efficacy of the Sensorimotor Training Program on Sensorimotor Development, Auditory and Visual Skills of Schoolchildren Aged 5-8 Years

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Title: The Efficacy of the Sensorimotor Training Program on Sensorimotor Development, Auditory and Visual Skills of Schoolchildren Aged 5-8 Years
Language: English
Authors: Erzsébet Stephens-Sarlós (ORCID 0000-0001-7723-0128), Patrick Stephens (ORCID 0009-0007-9211-0512), Attila Szabo (ORCID 0000-0003-2788-4304)
Source: Child & Youth Care Forum. 2025 54(2):323-352.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 30
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Sensory Training, Sensory Integration, Psychomotor Skills, Intervention, Outcomes of Treatment, Program Development, Auditory Perception, Visual Perception, Kindergarten, Elementary School Students, Comparative Analysis, Skill Development
DOI: 10.1007/s10566-024-09818-4
ISSN: 1053-1890
1573-3319
Abstract: Background: Around 800 million young children worldwide have cognitive-developmental limitations due to issues related to biological, environmental, and psychosocial factors. These problems lead to educational challenges, limited skill development, and higher unemployment rates. Therefore, timely interventions addressing the underlying problems in institutional settings are critically important. Objective: The authors created the "Sensorimotor Training Program" (STP) as a critical intervention to develop skills essential for starting school. This experimental study aimed to investigate the impact of the STP in an institutional setting, targeting the specific auditory and visual skills crucial for kindergarten and primary school learning. Methods: The STP comprises 120 training sessions focused on sensorimotor maturation. Seven hundred and seventy-two children aged 5-8 participated in the study, with 704 in the experimental and 68 in the control group, each containing a relatively balanced ratio of boys to girls. The study spanned six to eight months, with three to five weekly sessions. Results: The intervention resulted in significant improvements in sensorimotor development in the experimental compared to the control group [p < 0.001, effect size (d) = 0.483; auditory skills r = 0.605 p < 0.001, d = 0.366; visual skills r = 0.542, p < 0.001, d = 0.294]. The intervention group also improved compared to its baseline measurements. Conclusion: These results show that implementing the STP in school settings can improve sensorimotor development, impacting auditory and visual skills in children aged 5-8. These intervention-based improvements are above and beyond biological maturation.
Abstractor: As Provided
Notes: https://doi.org/10.17632/pg7y56tyn5
Entry Date: 2025
Accession Number: EJ1463058
Database: ERIC
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Abstract:Background: Around 800 million young children worldwide have cognitive-developmental limitations due to issues related to biological, environmental, and psychosocial factors. These problems lead to educational challenges, limited skill development, and higher unemployment rates. Therefore, timely interventions addressing the underlying problems in institutional settings are critically important. Objective: The authors created the "Sensorimotor Training Program" (STP) as a critical intervention to develop skills essential for starting school. This experimental study aimed to investigate the impact of the STP in an institutional setting, targeting the specific auditory and visual skills crucial for kindergarten and primary school learning. Methods: The STP comprises 120 training sessions focused on sensorimotor maturation. Seven hundred and seventy-two children aged 5-8 participated in the study, with 704 in the experimental and 68 in the control group, each containing a relatively balanced ratio of boys to girls. The study spanned six to eight months, with three to five weekly sessions. Results: The intervention resulted in significant improvements in sensorimotor development in the experimental compared to the control group [p < 0.001, effect size (d) = 0.483; auditory skills r = 0.605 p < 0.001, d = 0.366; visual skills r = 0.542, p < 0.001, d = 0.294]. The intervention group also improved compared to its baseline measurements. Conclusion: These results show that implementing the STP in school settings can improve sensorimotor development, impacting auditory and visual skills in children aged 5-8. These intervention-based improvements are above and beyond biological maturation.
ISSN:1053-1890
1573-3319
DOI:10.1007/s10566-024-09818-4