Table 2 shows the results of the correlation between fine motor performance in tasks and the BSITD-III standardized score, maternal education, ABEP classification, day care time, and the school environment characteristics. Positive and weak correlations were found between fine motor activities and day care time, maternal education and fine motor performance (rs=0.247; p=0.017), maternal education and the ITERS-R space and furniture items (rs=0.327; p=0.001), routine personal care (rs=0.352; p=0.001), language and understanding (rs=0.294; p=0.004), activities (rs=0.464; p=0.000), interaction (rs=0.253; p=0.015), program structure (rs=0.381; p=0.000), parents and staff (rs=0.464; p=0.000), and overall quality (rs=0.294; p=0.004).