Grafomotricidad y el desarrollo de la pre-escritura en los niños de preparatoria

Abstract

The present investigative work titled Graphomotor skills and the development of Pre-writing in pre-kindergarten aimed to determine the relationship between graphomotricity and pre-writing development. A bibliographic search of both national and international antecedents, scientific and pedagogical contributions concerning the independent variable graphomotor skills and the dependent variable pre-writing. The research was based on a descriptive-correlational design with a quantitative approach located in the hypothetical-deductive model. The data collection carried out the applications of multiple techniques such as the teacher interview, parent survey and classroom observation, based on instruments such as the structured interview, the questionnaire and the non-participant observation guide. The research population consisted of 94 people, with an intentional sample of 63 people among teachers, parents and children. The analyzed of the main results obtained from the interview showed that the teachers do not know the graphomotor elements or the graphic stages of the children. On other hand, the parent surveys showed that their children are not prepared to start pre-writing. Finally, the non-participant observation guide provided that the learners did not hold the pencil properly when writing. The practical guide included graphomotricity activities and a description of various graphomotor and graphomotor techniques. In summary, it concluded that there was a close relationship between graphomotricity and the development of pre-writing, because it advantages fine movements, thus giving it command over the tripod digital clamp and a correct grip of the pencil to the toddler.