Pediatric Prewriting Stroke Developmental Stages: Are Expectations Evolving beyond the Child's Natural Capabilities?

Autor/in	Faugno, Rebecca S.
Titel	Pediatric Prewriting Stroke Developmental Stages: Are Expectations Evolving beyond the Child's Natural Capabilities?
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 13 (2020) 1, S.19-39 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2019.1647811
Schlagwörter	Developmental Stages; Expectation; Child Development; Occupational Therapy; Motor Development; Perceptual Motor Coordination; Visual Perception; Performance Tests; Handwriting; School Readiness; Preschool Children; Pediatrics; Standards; Peabody Developmental Motor Scales; Beery Developmental Test of Visual Motor Integration; Bruininks Oseretsky Test of Motor Proficiency + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Kindesentwicklung; Beschäftigungstherapie; Motorische Entwicklung; Körperkoordination; Visuelle Wahrnehmung; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Handschrift; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Klinische Sozialpädiatrie; Standard
Abstract	Pediatric developmental assessments from the early 1900s are different from those used more often today. Certain present-day pediatric expectations of fine motor skills, specifically those of pre-writing strokes, appear more advanced when compared to those of the past. In the mid-20th century, child developmentalists described the sequences in which children learn, but observed that skill regression occurred as children grew older and academic expectations changed. The educational theories of today neglect to examine early learning progression through the foundations of fine motor performance. Comparisons of contemporary prewriting stroke developmental sequencing within the early Gesell Developmental Schedules reveal various factors to consider when assessing children's' school readiness and academic access and choosing the appropriate protocol for assessment purposes. A comparison of prewriting stroke expectations gives way to the idea that today's educational instruction expects students to do more than the developmental norms. Investigating the advances of different developmental protocols throughout the decades brings question to how prewriting stroke norms are developed and whether they need to be updated based on how expectations are determined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01