Theory and Evidence for Pre-Printing Development: A Scoping Review

Autor/inn/en	Klein, Erin; Montgomery, Ivonne; Zwicker, Jill G.
Titel	Theory and Evidence for Pre-Printing Development: A Scoping Review
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 14 (2021) 4, S.357-399 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klein, Erin) ORCID (Zwicker, Jill G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2021.1875388
Schlagwörter	Preschool Children; Handwriting; Writing Instruction; Occupational Therapy; Child Development; School Health Services; Best Practices; Direct Instruction; Skill Development; Emergent Literacy; Printing; Sequential Learning; Mastery Learning; Readiness; Psychomotor Skills + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Handschrift; Schreibunterricht; Beschäftigungstherapie; Kindesentwicklung; Schuleingangsuntersuchung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Kompetenzentwicklung; Qualifikationsentwicklung; Frühleseunterricht; Buchdruck; Drucken; Didaktische Sequenzierung; Lernsequenz; Psychomotorische Aktivität
Abstract	Occupational therapists often address pre-printing skills in young children, but the evidence supporting such practice has not been thoroughly investigated. The purpose of this scoping review was to summarize and evaluate pre-printing literature and outline a theoretical framework to inform best practice. Utilizing PRISMA guidelines and scoping review methodology, two independent reviewers selected articles for abstract and full-text review and rated the level of evidence of each article. Most of the 98 articles that were included were low levels of evidence, often based on "expert" opinion. Two theoretical approaches emerged based on printing skill prerequisites and development. Occupational therapy research appears to follow a neurodevelopmental approach, which describes a prescriptive developmental sequence with direct instruction, leading to mastery of pre-printing shapes, strokes and skills. An emergent literacy approach is prominent in education literature. This approach also incorporates developmental considerations, but is less prescriptive and more focused on a literacy-rich, curricular approach to pre-printing instruction. An emergent literacy approach encourages children to experiment with printing, matching task demands with the child's natural printing development, without prescriptive mastery of certain skills. We propose an integrated theoretical framework, to capture both educator and therapist expertise, to facilitate a more collaborative approach when guiding pre-printing development both for typically developing children and children with developmental challenges. Evidence from this scoping review will be used to develop a pre-printing program based on an integrated theoretical framework. This combined approach may prevent confusion and conflicting information about printing readiness, and thus allow occupational therapists, early childhood educators, kindergarten teachers, and parents to provide consistent guidance and learning opportunities for young children to learn pre-printing skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01