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Both theoretically and empirically there is a continuous interest in understanding the specific relation between cognitive and motor development in childhood. In the present longitudinal study including three measurement points, this relation was targeted. At the beginning of the study, the participating children were 5-6-year-olds. By assessing participants' fine motor skills, their executive functioning, and their non-verbal intelligence, their cross-sectional and cross-lagged interrelations were examined. Additionally, performance in these three areas was used to predict early school achievement (in terms of mathematics, reading, and spelling) at the end of participants' first grade. Correlational analyses and structural equation modeling revealed that fine motor skills, non-verbal intelligence and executive functioning were significantly interrelated. Both fine motor skills and intelligence had significant links to later school achievement. However, when executive functioning was additionally included into the prediction of early academic achievement, fine motor skills and non-verbal intelligence were no longer significantly associated with later school performance suggesting that executive functioning plays an important role for the motor-cognitive performance link., (Copyright © 2013 Elsevier B.V. All rights reserved.)

Previous research showed that children in classes with reduced curriculum ("ready for school classes") perform systematically poorer in short-term memory, attention control and motor coordination skills than children in regular classes. Based on these results, a training to improve children's planning, sequencing, and executive control of motor actions was developed. It includes body coordination, (bi-) manual coordination, rhythm and balance. The tasks stress flexibility of action, interference control and focused attention. Training sessions proceed from easy to complex, from action accuracy to speed, and from teacher guidance to children's self monitoring. Over the course of 3 weeks, 53 children were trained daily for 20 mins. In pre- and posttests, motor coordination was assessed with the M-ABC; focused attention, short-term memory performance, and self-concept was tested with paper-pencil and computerized tasks. Half of the children were trained between pre- and posttest, the other half received the training after posttest. Results revealed no global training effects; however, children in the training condition caught up during training in specific cognitive and motor tasks, and trained children showed a more optimistic self-concept. Training effects were pronounced for children with balance problems. The findings are discussed in terms of reasons for the weak training effects, and potential improvements of the training.

Question Under Study: How do actual aspects of forgoing life supporting therapy (LST) in newborn infants compare with national ethical directives in a Swiss intensive care unit?, Methods: A prospective set of data on deaths after forgoing LST over a three year period in a single intensive care unit is analysed in view of the directives issued by the Swiss Academy for Medical Sciences (SAMS)., Results: Thirty-four newborn infants died after a decision to forgo LST, 21 after withdrawing and 13 after withholding. The decision making process was confined to the caregivers' team. Parents rarely initiated the discussion but participated in all decisions and were considered as willing in 32% and consenting in 68%. Futility was invoked in 79% of cases and poor developmental outcome in 21%. Respiratory support was forgone in 59%, circulatory support in 6% and both in 35%. The mother assisted the child at the time of death in 91%. At that time, 82% of infants were receiving opiates and 18% benzodiazepines, some in a higher than usual dose. Death occurred at a median of 13 (25-75% = 6-25) minutes after withdrawing LST and 70 (27.5-147.5) after withholding (p <0.001) without correlation with the dose of analgesic or sedative administered. None of these observations obviously departed from the Swiss ethical directives., Conclusions: Practices surrounding forgoing LST in newborn infants in a Swiss intensive care unit match ethical directives. Factors leading to occasional use of unusually high dose of analgesic and sedative drugs remain to be identified.