小学入学前的过渡做法:对有特殊需求和无特殊需求的儿童进行为期一年的纵向研究。

Sok M Lim, Leanna Nyoman, Ying J Tan, Yun Y Yin
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摘要

导言升入小学对儿童来说是一个重要的里程碑。过渡时期可以提供新的机会来培养技能、人际关系和经验,从而增强自我效能感。在新加坡,由于学前班和小学是独立运作的,因此家长在支持过渡方面发挥着重要作用。职业治疗师参与支持有特殊需要的儿童过渡:重点关注儿童为上小学做好准备的过渡时期,目标是(i)了解家长为过渡而使用的策略,并理解他们所做事情背后的意图;(ii)比较有特殊需要儿童的家长和无特殊需要儿童的家长在过渡做法和认知入学准备方面的差异:我们在 12 个月内对 48 名家长进行了纵向研究。家长们在学年开始和结束时填写了一份调查表,以检测与基线相比发生的变化,并每两个月进行一次半结构化访谈,以收集他们的主观体验并跟踪他们孩子的过渡准备情况。调查和访谈都是在移动即时通讯平台上进行的。根据早期研究中确定的入学准备领域和职业疗法实践框架的干预方法对回答进行编码:结果:大多数家长关注的重点是在一年中建立和保持新的自助和学习技能,而很少有家长 "修改 "或 "预防 "这些技能。有特殊需求和无特殊需求的儿童的儿童准备度都呈上升趋势:结论:在以家庭为中心的实践中,承认家长的专业知识和资源非常重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Transition practice before entering primary school: A longitudinal study of children with and without special needs across a year.

Introduction: The transition to primary school is a significant milestone for children. Transition periods can offer new opportunities to build skills, relationships, and experiences that strengthen self-efficacy. In Singapore, parents play an important role in supporting transition as preschools and primary schools operate independently. Occupational therapists are involved in supporting children with special needs in transitions.

Objective: Focusing on the transition period of getting children ready for primary school, the objectives are (i) to learn about the strategies that parents used for the purpose of transition and understand the intentions behind what they do and (ii) to compare the transition practices and perceived school readiness between parents of children with and without special needs.

Method: A longitudinal study involving 48 parents was conducted over 12 months. Parents completed a survey at the start and end of the year to detect changes from baseline, and semi-structured interviews every two months to gather their subjective experiences and track their child's readiness for transition. The surveys and interviews were conducted on a mobile instant messaging platform. Coding of responses was guided by school readiness domains identified in earlier studies and Occupational Therapy Practice Framework's approaches to intervention.

Results: Most parents focused on establishing and maintaining new self-help and academic skills across the year while few were "modifying" or "preventing". Increasing trends in child readiness were noted for both children with and without special needs.

Conclusion: In family-centred practice, it is important to recognise parents' expertise and resources.

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