pre-school age

A study of the construct validity of the Democritus–psychomotor assessment tool for pre-school children


The aim of the present study was the examination of the construct validity of the Democritus Assessment Tool for Pre-school Children (PAT-PRE) (Kambas, Aggeloussis, & Gavrilidou, 2003). PAT-PRE was distributed to 435 children (238 boys and 197 girls) aged 48-71 months that were divided in four age groups [48-54 months (n=92), 55-59 months (n= 92), 60-65 months (n= 125) and 66-71 months (n=126). The results of the factor analysis revealed a model that accounted for the 60.38 % of the total score variance and was consisted of one strong multicollective factor and three weaker ones supporting the proposal of Kambas et al. (2003) for the use of the total score. Moreover, the item scores had statistically significant relationships with the total short form score. Age had a statistically significant effect on the total PAT-PRE score, while sex did not. PAT-PRE seemed to be a valid test on motor performance in normal Greek pre-school children.

The effects of rhythm-focused psychomotor intervention on the skills of waiting and self-control An explorative study in Italy with preschool children


The article presents ail explorative study on the impact of rhythmic psychomotor interv ention on the skills of waiting and self-control in pre-scholar age children in Italy. The focus skills are investigated through the analysis of psychomotor indicators, on one side, such as tonic-emotional availability and waiting times and external indicators, and on the other side, such as the knowledge of time concept and the analysis of behaviors at school and home, investigated through teachers and parents. The exploratory work made it possible to identify the positive effect of the rhythmic psychomotor intervention on the body calm, the deferral of satisfaction and the ability to anticipate, highlighted by the literature as predictors of better behavior at school and, consequently, of a more facilitated learning. The study shows that there is a close correlation between the mentioned components and opens a longitudinal research scenario aimed at analyzing the effects that such an intervention can have in preventing behavioral and scholastic difficulties.

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