Theory and Evidence for Pre-printing Development: A Scoping Review
Theory and Evidence for Pre-printing Development: A Scoping Review
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印前开发的理论和证据：范围界定审查
DOI：
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发表时间：
2021
影响因子：
0.7
通讯作者：
J. Zwicker
中科院分区：
文献类型：
--
作者：
E. Klein;Ivonne Montgomery;J. Zwicker
职业治疗师经常解决幼儿的预印技能，但支持这种做法的证据尚未得到彻底调查。本次范围审查的目的是总结和评估印刷前的文献，并概述一个理论框架，以告知最佳实践。利用PRISMA指南和范围审查方法，两位独立的审稿人选择文章进行摘要和全文审查，并对每篇文章的证据水平进行评级。被纳入的98篇文章中，大多数都是低水平的证据，通常基于“专家”意见。根据印刷术的先决条件和发展，出现了两种理论方法。职业治疗研究似乎遵循了一种神经发育的方法，它描述了一个有直接指导的规范性发展序列，导致对印刷前形状、笔画和技能的掌握。新兴读写方法在教育文献中占有重要地位。这种方法也包含了发展方面的考虑，但不那么规范，而更侧重于对印刷前的教学采取丰富的识字课程方法。一种新兴的识字方法鼓励孩子们尝试印刷，将任务要求与孩子的自然印刷发展相匹配，而不需要对某些技能的规范掌握。我们提出了一个综合的理论框架，以捕捉教育工作者和治疗师的专业知识，以促进在指导正常发育儿童和有发育挑战的儿童的印前开发时采用更具协作性的方法。从这个范围审查的证据将用于开发一个基于综合理论框架的印前计划。这种结合的方法可以防止关于印刷准备的混淆和矛盾的信息，从而允许职业治疗师，早期儿童教育者，幼儿园教师和家长为幼儿学习印刷前技能提供一致的指导和学习机会。
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.
学龄前儿童的涌现写作：理论框架的初步证据。
影响因子：
4.2
作者：
Puranik,CynthiaS;Lonigan,ChristopherJ
通讯作者：
Lonigan,ChristopherJ
影响因子：
3.7
作者：
James KH
通讯作者：
James KH