Motor development in school-age children is associated with the home environment including socioeconomic status.

The aim of the present study was to examine how the home environment, including socioeconomic status (SES), affects motor development in school-age children. Seven hundred seven children (332 boys and 375 girls) aged between 6 and 10 years participated in the study. Motor Development was determined using the Bruininks-Oseretsky Test of Motor Proficiency-Second Edition. Parents answered the Middle Childhood Home Observation Measurement of the Environment (HOME) Inventory, and Brazilian Association of Market Research Institutes Questionnaire (for SES). Children from "Adequate" homes (HOME score), compared with "Less Adequate," displayed better motor behavior. Mediation and moderation analysis revealed that motor development increased as SES increased. The proportion of variance in motor development explained by SES increased from 9% to 13% when the home was added as a mediation variable. We also found that the effect of SES on motor development was moderated by age. For older children, the effect was lower than for younger children. The best model used SES as the predictor, HOME as the mediator, and AGE as the moderator variable and explained 17% of the variance in motor development. In summary, these findings suggest that, like previous reports with young children, the HOME environment and SES may play an important role in motor development of school-age children. Our findings encourage the assessment of the home and interventions that take into account the home environment to improve motor development in school-age children.