Names are the earliest and most frequent writing content that preschool children come into contact with,and the process of name writing has been recognized as a valuable window for researching the development of early literacy skills in children.This study systematically reviewed international evaluation standards for preschool children's name writing and analyzed existing evaluation standards for Chinese preschool children's name writing.The findings revealed that while a multi-stage and multi-level analytical framework is widely accepted,the application of existing Latin-based evaluation standards for children's name writing in China faces challenges.Moreover,the currently available evaluation standards for Chinese preschool children's name writing suffer from issues of inapplicability and insufficient coverage.To address these gaps,this study employed a scientifical procedure to develop the evaluation standard for Chinese preschool children,and got a three-stage,ten-level evaluation standard for Chinese preschool children's name writing.Based on the concept of reading and writing emergence,this evaluation standard captures the developmental stages and continuity of children's name writing,showing good cultural adaptability and practical application.
关键词
高质量教育发展/姓名书写/评价标准/学前儿童
Key words
high-quality education development/name writing/evaluation standards/preschool children
维普
万方数据