University College London, London, UK.
J Anat. 2024 Dec;245(6):914-929. doi: 10.1111/joa.14111. Epub 2024 Aug 17.
This paper discusses a longitudinal study with children with Apert syndrome aged between 4 and 11 years. There has long been an interest in the role of fingers in the development of early number skills and arithmetic. As children with Apert syndrome are born with complex fusions of their fingers, they have to undergo several surgical procedures in order to obtain individuated fingers. This has implications for their finger mobility and finger awareness. It has been suggested that children with Apert syndrome have specific difficulties with early number and arithmetic activities. The findings from this study suggest that engaging children with Apert syndrome in activities that develop finger awareness (finger gnosis) and finger mobility (fine motor skills) may have a positive impact on their ability to engage with appropriate mathematics curricula at school. This is relevant to all those involved in the care of children with Apert syndrome and will be of particular relevance to those involved in early childhood and primary education. This study also provides new insights into the role of finger use in the development of skills and understanding in early number and arithmetic.
本文讨论了一项针对年龄在 4 至 11 岁的 Apert 综合征儿童的纵向研究。人们一直对手指在早期数字技能和算术发展中的作用感兴趣。由于 Apert 综合征患儿的手指天生就有复杂的融合，他们必须接受多次手术才能获得个体化的手指。这对他们的手指活动度和手指感知能力都有影响。有人认为，Apert 综合征患儿在早期数字和算术活动方面有特定的困难。这项研究的结果表明，让 Apert 综合征患儿参与发展手指感知（手指认知）和手指活动度（精细运动技能）的活动，可能会对他们在学校参与适当的数学课程的能力产生积极影响。这与所有参与 Apert 综合征患儿护理的人有关，对于那些参与幼儿和小学教育的人尤其相关。这项研究还为手指在早期数字和算术技能和理解发展中的作用提供了新的见解。
