Metrika članka

  • citati u SCindeksu: 0
  • citati u CrossRef-u:0
  • citati u Google Scholaru:[=>]
  • posete u poslednjih 30 dana:4
  • preuzimanja u poslednjih 30 dana:4
članak: 2 od 4  
Back povratak na rezultate
Nastava i vaspitanje
2017, vol. 66, br. 2, str. 305-319
jezik rada: srpski
vrsta rada: izvorni naučni članak
doi:10.5937/nasvas1702305V
Creative Commons License 4.0
Povezanost pola i taktilno-kinestetičke senzitivnosti sa kvalitetom pisanja učenika sa i bez teškoća u pisanju
aOŠ 'Miodrag Matić', Beograd
bUniverzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju

e-adresa: milivojevicmarinam@gmail.com

Sažetak

Pisanje, kao veština sa kojom se učenici susreću polaskom u osnovnu školu, zahteva koordinisano delovanje motoričkih, perceptivnih i gnostičkih sposobnosti. Da bi se ispitao uticaj pola na javljanje teškoća u pisanju, kao i postojanje razlika u povezanosti taktilno-kinestetičke percepcije sa veštinom pisanja dečaka i devojčica sa i bez teškoća u pisanju, 2016. godine sprovedeno je istraživanje u osam beogradskih osnovnih škola, u kojem je učestvovalo 1.156 učenika razredne nastave. Iako dobijeni rezultati pokazuju da devojčice pišu brže od dečaka, teškoće u brzini pisanja podjednako se javljaju kod obe grupe učenika. Međutim, ukoliko se posmatraju teškoće u kvalitetu pisanja, ove teškoće se sa statistički značajno većom učestalošću javljaju među dečacima. Hvat olovke, postignuća na probama kinestetičke senzitivnosti i konzistentnost pritiska nisu nezavisni od pola učenika, pri čemu devojčice ostvaruju bolja postignuća. Takođe, dečaci imaju znatno niži učinak od devojčica na testu taktilnih funkcija. Dobijeni rezultati pokazuju da pol jeste determinanta teškoća u pisanju, koje su posmatrane kroz brzinu i čitljivost pisanja. Takođe, devojčice imaju razvijenije kinestetičko-taktilne funkcije koje su u korelaciji sa kvalitetom pisanja.

Ključne reči

kvalitet pisanja; kinestetička senzitivnost; pol učenika; taktilna percepcija

Reference

*** (1999) Defektološki leksikon. Beograd: Zavod za udžbenike i nastavna sredstva
Ashiani, M., Havayi, A., Toozandehjani, H. (2014) The effect of cognitive-motor exercises on motor-writing skills in dysgraphia patients. Advances in Environmental Biology, Vol. 8, No. 12, 1680-1687
Bara, F., Gentaz, E. (2011) Haptics in teaching handwriting: The role of perceptual and visuo-motor skills. Human Movement Science, 30(4): 745-759
Bosga-Stork, I., Bosga, J., Ellis, J., Meulenbroek, R. (2016) Developing Interactions between Language and Motor Skills in the First Three Years of Formal Handwriting Education. British Journal of Education, Society & Behavioural Science, 12(1): 1-13
Brink, A.O., Jacobs, A.B. (2011) Kinesthetic Sensitivity and Related Measures of Hand Sensitivity in Children With Nonproficient Handwriting. Pediatric Physical Therapy, 23(1): 88-94
Brown, G.T. L. (2004) Teachers' conceptions of assessment: implications for policy and professional development. Assessment in Education: Principles, Policy & Practice, 11(3): 301-318
Cermak, S. (2005) Perceptual functions of the hand. St. Louis: Mosby, 63-88; 2nd ed
Crouch, A.L., Jakubecy, J.J. (2007) Dysgraphia: How it affects a student's performance and what can be done about it. Teaching Exceptional Children Plus, Vol. 3, No. 3; http://files.eric.ed.gov/fulltext/EJ967123.pdf, June 16 2017
Dinehart, L.H. (2015) Handwriting in early childhood education: Current research and future implications. Journal of Early Childhood Literacy, 15(1): 97-118
Falk, T.H., Tam, C., Schwellnus, H., Chau, T. (2010) Grip Force Variability and Its Effects on Children's Handwriting Legibility, Form, and Strokes. Journal of Biomechanical Engineering, 132(11): 114504
Feder, K.P., Majnemer, A. (2007) Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology, 49(4): 312-317
Feder, K.P., Majnemer, A., Bourbonnais, D., Platt, R., Blayney, M., Synnes, A. (1999) Handwriting performance in preterm children compared with term peers at age 6 to 7 years. Developmental Medicine & Child Neurology, 47(3): 163-170
Fontana, P., Dagnino, F., Cocito, L., Balestrino, M. (2008) Handwriting as a gauge of cognitive status: a novel forensic tool for posthumous evaluation of testamentary capacity. Neurological Sciences, 29(4): 257-261
Goble, D. J. (2010) Proprioceptive Acuity Assessment Via Joint Position Matching: From Basic Science to General Practice. Physical Therapy, 90(8): 1176-1184
Golden, C.J. (1987) Luria-Nebraska neuropsychological battery: Children's revision, manual. Los Angeles: Western Psychological Services
Goodwin, A.W., Wheat, H.E. (2004) Sensory signals in neural populations underlying tactile perception and manipulation. Annual Review of Neuroscience, 27(1): 53-77
Graham, S., Berninger, V., Weintraub, N., Schafer, W. (1998) Development of Handwriting Speed and Legibility in Grades 1-9. Journal of Educational Research, 92(1): 42-52
Graham, S., Perin, D. (2007) A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3): 445-476
Ilić, S.D., Nikolić, S., Milivojević, M. (2011) Učenici sa posebnim potrebama i identifikacija uzroka školskog neuspeha - pogled iz perspektive učenika. Beograd: Univerziteta u Beogradu-Fakultet za specijalnu edukaciju i rehabilitaciju, str. 125-130
Jablan, B.Đ. (2002) Taktilne funkcije i opažanje odnosa u prostoru manipulativnog polja kod dece sa oštećenjem vida. Istraživanja u defektologiji, br. 1, str. 53-60
James, K.H., Engelhardt, L. (2012) The effects of handwriting experience on functional brain development in pre-literate children. Trends in Neuroscience and Education, 1(1): 32-42
Kushki, A., Schwellnus, H., Ilyas, F., Chau, T. (2011) Changes in kinetics and kinematics of handwriting during a prolonged writing task in children with and without dysgraphia. Research in Developmental Disabilities, 32(3): 1058-1064
Li, K., Su, W., Fu, H., Pickett, K.A. (2015) Kinesthetic deficit in children with developmental coordination disorder. Research in Developmental Disabilities, 38: 125-133
Malinić, D. (2014) Pedagoški pristupi nastavnika neuspešnom učeniku. Beograd: Univerzitet u Beogradu - Filozofski fakultet, doktorska disertacija
Marquardt, C., Diaz, M.M., Schneider, M., Hilgemann, R. (2016) Learning handwriting at school - A teachers' survey on actual problems and future options. Trends in Neuroscience and Education, 5(3): 82-89
Marr, D., Dimeo, S. B. (2006) Outcomes Associated With a Summer Handwriting Course for Elementary Students. American Journal of Occupational Therapy, 60(1): 10-15
Mcmurray, S., Drysdale, J., Jordan, G. (2009) Motor processing difficulties: guidance for teachers in mainstream classrooms. Support for Learning, 24(3): 119-125
Medwell, J., Wray, D. (2007) Handwriting: what do we know and what do we need to know?. Literacy, 41(1): 10-15
Pollock, N., Lockhart, B., Blowes, K., Semple, M., Webster, L., Farhat, J., Jacobson, J., Bradley, J., Brunetti, S. (2009) The McMaster handwriting assessment protocol. Hamilton: McMaster University, CanChild Centre for Childhood Disability Research, 2nd edition
Preminger, F., (Tamar) Weiss, P. L., Weintraub, N. (2004) Predicting Occupational Performance: Handwriting Versus Keyboarding. American Journal of Occupational Therapy, 58(2): 193-201
Richards, J. (2009) Language by hand: A synthesis of a decade of research on handwriting. Handwriting Review, Vol. 12, 11-25
Sakač, M. (2008) Neki psihološki činioci školskog postignuća. Norma, vol. 13, br. 3, str. 29-36
Schwellnus, H., Carnahan, H., Kushki, A., Polatajko, H., Missiuna, C., Chau, T. (2012) Effect of pencil grasp on the speed and legibility of handwriting after a 10-minute copy task in Grade 4 children. Australian Occupational Therapy Journal, 59(3): 180-187
Siddiqi, I., Djeddi, C., Raza, A., Souici-meslati, L. (2015) Automatic analysis of handwriting for gender classification. Pattern Analysis and Applications, 18(4): 887-899
Sudsawad, P., Trombly, C. A., Henderson, A., Tickle-Degnen, L. (2002) Testing the Effect of Kinesthetic Training on Handwriting Performance in First-Grade Students. American Journal of Occupational Therapy, 56(1): 26-33
Sunday, O.E. (2014) The Influence of Poor Handwriting on Students' Score Reliability in Mathematics. Mathematics Education Trends and Research, 2014: 1-15
Tse, L.F.L., Thanapalan, K.C., Chan, C.C.H. (2014) Visual-perceptual-kinesthetic inputs on influencing writing performances in children with handwriting difficulties. Research in Developmental Disabilities, 35(2): 340-347
Volman, M. J. M., van Schendel, B. M., Jongmans, M. J. (2006) Handwriting Difficulties in Primary School Children: A Search for Underlying Mechanisms. American Journal of Occupational Therapy, 60(4): 451-460
Weintraub, N., Drory-Asayag, A., Dekel, R., Jokobovits, H., Parush, S. (2007) Developmental Trends in Handwriting Performance among Middle School Children. OTJR: Occupation, Participation and Health, 27(3): 104-112
Woodward, S., Swinth, Y. (2002) Multisensory Approach to Handwriting Remediation: Perceptions of School-Based Occupational Therapists. American Journal of Occupational Therapy, 56(3): 305-312
Yu, T., Howe, T., Hinojosa, J. (2012) Contributions of Haptic and Kinesthetic Perceptions on Handwriting Speed and Legibility for First and Second Grade Children. Journal of Occupational Therapy, Schools, & Early Intervention, 5(1): 43-60
Ziviani, J., Wallen, M. (2006) The Development of Graphomotor Skills. u: Hand Function in the Child, Elsevier, str. 217-236
Ziviani, J., Watson-Will, A. (1998) Writing speed and legibility of 7-14-year-old school students using modern cursive script. Australian Occupational Therapy Journal, 45(2): 59-64