Grafomotricidad como proceso metodológico en el desarrollo de la preescritura en infantes de 5 años.

Abstract

The relevance of this research focuses on establishing the importance of using the graphomotor methodology in the development of prewriting in 5-year-olds of high school of the Educational Unit "Oliva Cárdenas de Sánchez" in the city of Pasaje, The following general objective was raised: Design methodological activities based on graphomotor techniques that contribute to the improvement of movements and prewriting strokes in 5- year-old infants of the Oliva Cárdenas de Sánchez Educational Unit. In line with the research requirements, it is based on the mixed research approach, the types of research: descriptive, bibliographic and field, the inductive and deductive methods, the survey technique, the checklist and a population made up of 4 kindergarten teachers and 58 parallel high school infants A (30) and B (28). Regarding the results, the teachers present profound limitations at the theoretical approach level related to graphomotor skills: the psychomotor theory described by Henri Wallon and Jean Piaget's theory of cognitive development, in addition to worrying shortcomings at the level of the graphomotor phases and the phases of prewriting, what is mentioned is corroborated in the checklist where between 60 and 92% of the students require support and are in the process of developing prewriting. Among the main conclusions, it is established that teachers have a high lack of knowledge about the theoretical and conceptual graphomotor foundations of Wallon and Piaget in direct consonance with the development of prewriting, to this is added the graphomotor methodological inconsistencies that educators have regarding the improvement of prewriting in high school infants. Due to the aforementioned, it is recommended to consider the guidelines of this proposal, aimed at improving prewriting in children.