Instruments for Measuring Motor Skills in Early Childhood (0-7 Years): A Scope Review
Keywords:
Motor Skills, Early Childhood, Measurement Instruments, Scoping ReviewAbstract
The development of motor skills in children aged 0-7 years is an important foundation for growth, but the assessment process in the field faces challenges of physical and psychological variability, as well as fluctuations in children's motivation that are quite high. This study aims to map, identify, and categorize motor skills measurement instruments specifically intended for early childhood. The research method used was a scoping review with reference to the PRISMA-ScR guidelines. Literature searches were conducted systematically on the SCOPUS database for leading empirical articles from the range of 2021 to 2026. Out of a total of 6,443 documents identified, the final screening resulted in 1,636 relevant articles that were further analyzed. The results show a major shift in assessment, where contemporary instruments are shifting from isolated physical testing to a multidimensional approach that integrates executive function (a high-level set of cognitive processes that govern actions and plans), macro motion behavior (movements involving multiple large muscles and locomotor function), as well as specific clinical indicators. The results of the data extraction found that process-oriented measurements were much more sensitive in detecting the quality of post-intervention motion mechanics than product-oriented instruments. In addition, measuring instruments such as ASQ-3, MABC-2, and GMA show high specificity as early screening instruments for detecting developmental delays and neurodevelopmental disorders. In conclusion, current motor testing demands multidimensional precision and is oriented towards early detection. Implicitly, physical education and early childhood practitioners are recommended to move from single-product metrics to process-based assessments.
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