The impact of teacher intervention on early writing development in kindergarten 1 students
DOI:
https://doi.org/10.71085/joclsi.03.01.48Keywords:
early intervention, writing development, fine motor skills, hand-eye coordination, letter formationAbstract
This research looks at how teachers use purposeful interventions, with specific consideration for parent engagement, planned errors, sensory activities, and scaffolding practices to help kids (3.5–4 years old) develop early writing competencies. A quasi-experimental research method separated 26 students into two study groups to conduct the investigation. The intervention group experienced structured support because their teachers demonstrated letter formations and employed error correction methods while guiding selected fine motor activities and using kinesthetic methods. It showed better fine motor performance as well as improved letter writing abilities and enhanced writing quality than students in the control group. The techniques led educational students to develop better pincer grip skills together with improved written proportions and improved entire letter formation structure. Students’ skill acquisition speeded up as well as their motivation because of the combined approach of multisensory learning with parent involvement and both groups showed improved application of learned skills during autonomous play sessions. Data confirms that students need purpose-driven training methods combined with interactive activities along with scaffolding support systems to build their writing competencies along with self-assurance and base skills. Future educational research requirements must examine the long-term effects of these approaches in different educational contexts.
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Data Availability Statement
This study was conducted in accordance with ethical guidelines for research with human participants. The authors declare that they have no competing interests.
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