Learning Letters with the Whole Body: Visuo-Motor versus Visual Teaching in Kindergarten - Université Rennes 2 Accéder directement au contenu
Article Dans Une Revue Perceptual and Motor Skills Année : 2017

Learning Letters with the Whole Body: Visuo-Motor versus Visual Teaching in Kindergarten

Résumé

In early school years, children must learn letters; what constitutes effective teaching is still uncertain. In this study, we assessed the impact of a teacher-implemented visuo-motor intervention program to teach 5-year-olds' cursive letter knowledge. We compared a program in which letters were explored with the arm and whole body, with a typical visual training program. Children were tested before and after the intervention with different measures of letter knowledge. We showed a greater improvement in letter recognition following the visuo-motor intervention, compared to the visual intervention. Results were mixed for letter handwriting: higher scores on stroke direction and overall quality, but lower scores on fluency following visuo-motor teaching. We discuss these results in terms of the link between action and perception, the interaction between the different components of letter knowledge, and the link between fine and gross motor development and handwriting.
Fichier principal
Vignette du fichier
Bara-Bonneton-PMS-2017.pdf (318.48 Ko) Télécharger le fichier
Origine : Fichiers produits par l'(les) auteur(s)
Loading...

Dates et versions

hal-01889090 , version 1 (05-10-2018)

Identifiants

Citer

Florence Bara, Nathalie Bonneton-Botté. Learning Letters with the Whole Body: Visuo-Motor versus Visual Teaching in Kindergarten. Perceptual and Motor Skills, 2017, 125 (1), pp.190-207. ⟨10.1177/0031512517742284⟩. ⟨hal-01889090⟩
254 Consultations
1129 Téléchargements

Altmetric

Partager

Gmail Facebook X LinkedIn More