Examining the Foundations of Self-Care in Preschoolers: A Multidimensional Developmental Approach

Aims This study aimed to examine how motor skills, sensory processing, and visual perceptual abilities predict self-care performance in typically developing preschool children.Methods Eighty-six children aged 4–6 years were included in this cross-sectional study. Self-care performance was assessed by teachers using the Assessment of Self-Care Skills, which evaluates children’s functional independence in daily routines. The Bruininks-Oseretsky Test of Motor Proficiency- Brief Form (BOT-2-BF) was used to assess motor proficiency. The Sensory Processing Measure (SPM) evaluated sensory responsiveness and regulation across sensory domains. The Motor-Free Visual Perception Test (MVPT-3) measured visual discrimination, memory, and spatial processing. Data were analyzed using ANOVA, Pearson correlation, and multiple regression analysis.Results Significant age-related differences were found in motor proficiency, visual perceptual skills, and self-care performance (p < .05). Manual dexterity, visual accuracy, and figure completion emerged as significant predictors of self-care. Sensory processing difficulties, particularly in the visual domain, were negatively associated. The final regression model accounted for 80.9% of the variance in self-care scores (p < .001).Conclusions Motor proficiency, sensory processing, and visual perceptual abilities significantly influence self-care performance in preschool children. Early identification and intervention targeting these developmental domains may support children’s independence and participation in daily routines.