In Early Education, Why Teach Handwriting before Keyboarding?

Autor/inn/en	Stevenson, Nancy C.; Just, Carol
Titel	In Early Education, Why Teach Handwriting before Keyboarding?
Quelle	In: Early Childhood Education Journal, 42 (2014) 1, S.49-56 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-012-0565-2
Schlagwörter	Handwriting; Writing (Composition); Writing Skills; Psychomotor Skills; Skill Development; Keyboarding (Data Entry); Competence; Correlation; Teacher Attitudes; Occupational Therapy; Allied Health Personnel; Literature Reviews; Models; Consultation Programs; Continuing Education; Higher Education; Early Childhood Education + Suchen Sie Ihr Suchwort? Handschrift; Schreibübung; Writing skill; Schreibfertigkeit; Psychomotorische Aktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Texterfassung; Kompetenz; Korrelation; Lehrerverhalten; Beschäftigungstherapie; Analogiemodell; Fachberatung; Weiterbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Legible written communication is essential for students to share knowledge (Rogers and Case-Smith 2002). If students lack proficiency in written communication, their composition skills will suffer, which can affect their self-esteem and grades. Whether or not this proficiency is in handwriting or keyboarding is a question worthy of discussion. In this article the authors define motor learning, examine the overlapping principles of motor learning in handwriting and keyboarding skill development, and discuss the need for fluency. The principles of motor learning indicate that handwriting precedes keyboarding when comparing skills and time needed to gain competency. Also discussed are correlations between handwriting and keyboarding skills and the impact of teacher attitudes toward each. As occupational therapists, the authors' recommendations are based on the review of literature and evidence their combined with their extensive experience as school-based occupational therapists. Using a school-based consultative model of occupational therapy at the continuing education or university educational level can facilitate the sharing of this knowledge with early childhood education teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10