GRAPHOMOTOR SKILLS IN PRESCHOOL-AGED CHILDREN

Abstract

Mastering writing skills is preceded by a significant developmental pathway of graphomotor abilities, which starts early in childhood. Considering that graphomotor ability and visual perception are prerequisites for mastering the writing, this study analyzed the graphomotor abilities in preschool-aged children, with the aim of identifying children exhibiting elements suspected of dysgraphia. The sample consisted of 100 preschool-aged children (age 5-6), of both genders (49 girls and 51 boys). Pre-writing skills were assessed using the Predictive Test for Dysgraphia. The research was conducted in a Preschool Institution in Danilovgrad, in March and April 2024. The results of analysis showed that preschool-aged children have specific difficulties in meeting the following criteria: accurately following the given sequence of figures and their careful and precise drawing (size and shape). It was also found that children of this age group have a particular problem in maintaining the specified distance of the figures from the edge of the rectangle (drawing around the edge). The only test item that the majority of respondents were able to respond to was perseverance in completing tasks, in terms of finishing the drawing (a series of started figures). Based on inadequate visual discrimination of the size and shape of given and drawn figures, and poor spatial orientation on paper, it is possible to identify children with graphomotor difficulties. Early detection of children with visual-perceptual and graphomotor difficulties will help overcome these deficiencies through systematic exercises through speech therapy treatments, so that children can start school being better prepared.

Keywords

• graphomotor abilities
• writing
• preschool-aged children