Development Coordination Disorder in Children A Parent and Teacher Guide for Early Identification (Literature Review)

Abstract

Doi:10.5901/ajis.2014.v3n4p203 Abstract The most widely internationally term used to describe children with coordination difficulties is development coordination disorder (DCD). Developmental coordination disorder is usually first recognized when a child fails to reach such normal developmental milestones as walking or beginning to dress him-or herself and is diagnosed when children do not develop normal motor coordination (coordination of movements involving the voluntary muscles). The aim of this review is to find out; the impact of development coordination disorder in children, overleaping of DCD with other conditions and finally identification and classification of children with DCD. Children with DCD are a heterogeneous group. Any given child may present with a variety of different problems. Developmental coordination disorder (DCD) is obvious when there is a marked impairment in the performance of motor skills in children. For a child with DCD, motor skills are very difficult and require more effort. The diagnosis of developmental coordination disorder is most commonly made when the child's parents or teachers notice that he or she is lagging behind peers in learning motor skills, or having learning problems in school. Identification of coordination motor difficulties (skills) is an important phase when observing children for possible development coordination disorder. These are: poor kinaesthetic acuity, poor visual perception, poor static balance and postural control, loss of information from visual-spatial short-term or working memory, poor attentional control, reduced strength and enhanced co-activation of muscles, slow movement preparation, enhanced spatial and temporal variability and, finally, slow feedback processing