A Program to Support Kindergarten Teachers in Handwriting Instruction

Autor/inn/en	Nye, Jill Ann; Sood, Divya
Titel	A Program to Support Kindergarten Teachers in Handwriting Instruction
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 13 (2020) 2, S.158-169 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2019.1683117
Schlagwörter	Kindergarten; Preschool Teachers; Handwriting; Writing Instruction; Instructional Effectiveness; Self Efficacy; Occupational Therapy; Skill Development; Teaching Methods; Play; Program Development; Program Effectiveness + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Handschrift; Schreibunterricht; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Beschäftigungstherapie; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Programmplanung
Abstract	Background: This study was designed to develop a program to increase the confidence level among kindergarten teachers to teach handwriting in kindergarten. Methods: A pretest-posttest quasi-experimental research design was utilized. Five teachers employed at the kindergarten center in a school district in Illinois participated in the study. Data were collected pre and post-program participation on teacher's ability to generate strategies to support the handwriting needs of kindergarten students. Data were also collected to teachers' confidence level in teaching handwriting pre and post participation. Results: Five teachers participated in this program. The results of this study revealed changes in teachers' perceived level of confidence to teach handwriting skills. Teachers also reported enhancement of knowledge related to foundational skills and developmental progression related to teaching handwriting in kindergarten as a result of participation in the program. Conclusion: Occupational therapists in the school setting can provide support to teachers in meeting the challenge of providing handwriting instruction at the kindergarten level despite the fact that they may not have sufficient knowledge related to child development or the development of foundational skills that impact the acquisition of handwriting skills. Occupational therapists in the school setting bring a unique skill set that can assist teachers in expanding their knowledge base in this area to enhance their teaching practices and gain an understanding of foundational skills needed for success in handwriting. Additionally, through collaboration and education, the occupational therapist can enhance knowledge and ability to generate strategies to assist struggling students while introducing an element of "play" into the process. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01