教育生物学杂志2025，Vol.13Issue(5)：325-330,335,7.DOI:10.3969/j.issn.2095-4301.2025.05.001
上海地区学龄前儿童早期握笔及前书写能力评估的横断面研究
A cross-sectional study on assessment of early pen-holding and pre-writing abilities in preschool children in Shanghai
摘要
Abstract
Objective To establish an evaluation method and process for early pen-holding and pre-writing abilities of preschool children,and explore the developmental characteristics of these abilities.Methods Eight kindergartens were selected from 16 districts in Shanghai through sampling,and 284 children from middle and senior classes were surveyed regarding their pen-holding posture.Intelligent writing assessment tools and pinch force meters were used to evaluate their pre-writing abilities.Relevant data were collected for statistical analysis.Results The results revealed that early grasping(static quadruped grasp)in preschool children was relatively rare in both middle and senior classes.Over half of the children in middle classes had already developed a static tripod grasp posture(54.60%in middle classes and 71.33%in senior classes).Compared with children in middle classes,those in senior classes showed shorter total time and pause time,and greater writing pressure in the imitative drawing task;in the pinch force test,they exhibited stronger lateral pinch force,three-finger pinch force,and fingertip pinch force.They also demonstrated better stability,coordination,and force regulation in imitative writing,with significant differences(all P<0.05).Correlation analysis results showed a significant positive correlation between force regulation score and lateral pinch force in imitative drawing(r=0.15,P<0.05),significant positive correlations between pen-holding posture score and both three-finger pinch force(r=0.15,P<0.05)and fingertip pinch force(r=0.20,P<0.01),and significant negative correlations between writing pressure in the imitative drawing task(for senior class children)and total time(r=-0.21),writing time(r=-0.20),and pause time(r=-0.20)in the copying task(all P<0.05).Conclusion An exploratory study was conducted on the quantitative assessment of preschool children's pre-writing ability,which establishes a standardized evaluation process and objective evaluation methods,and elucidates the developmental characteristics of pre-writing ability in this age group.Most preschool children have already begun to develop functional pen-holding skills during the middle class stage,and their pre-writing abilities improve significantly after entering the senior class.Finger strength has a direct promoting effect on the formation of functional pen-holding and the development of pre-writing ability in children,while the development of pre-writing ability also helps children adapt to Chinese character writing tasks more quickly.关键词
书写评估/前书写/握笔/学龄前儿童Key words
writing skills assessment/pre-writing/pen-holding/preschool children引用本文复制引用
董传菲,仲炜,陈津津,刘钟泠,彭绍通,霍言言,洪霞,宋娇娇,张媛媛,郭遥,章金梦..上海地区学龄前儿童早期握笔及前书写能力评估的横断面研究[J].教育生物学杂志,2025,13(5):325-330,335,7.基金项目
国家重点研发计划"生育健康及妇女儿童健康保障"专项(2022YFC2705203) （2022YFC2705203）
上海申康医院发展中心市级医院新兴前沿技术联合攻关项目(SHDC12022114) （SHDC12022114）
上海市加强公共卫生体系建设三年行动计划(2023-2025年)优秀青年人才(GWVI-11.2-YQ23) （2023-2025年）
