Typical Development Clinical Trial
Official title:
The Effects of a Graphomotor Intervention Program According to a Psychomotor Approach on Graphomotor Competences in Preschool Children: A Randomized Controlled Trial
12-30% of children present handwriting difficulties, which has negative repercussions on their school career. For this reason, it is fundamental to bet on their prevention. The aim of present study is to examine the effects of a graphomotor intervention program on graphomotor competences in children in the last year of preschool education. This experimental study is a randomized controlled trial. The program will run for 8 weeks (2 sessions/week of 30 minutes), followed by 6 months of follow-up without intervention. Participants will be assessed 1) at baseline, 2) at the end of the program, and 3) after the follow-up. Participants will be randomly allocated to two groups: experimental group (graphomotor intervention program) and control group.
According to estimates, 12 to 30% of children have handwriting difficulties (1), which has
negative consequences for school success (2). In addition, this is one of the main reasons
for referral and consultation in psychomotricity in school-age (3), which reflects the
urgency of acting in this field.
The need for prevention and early intervention is indisputable (4). Several studies indicate
that both outweigh the benefits of late intervention, because as time goes on it is
increasingly difficult to correct handwriting difficulties (5-6).
Graphomotor skills include the trait, the drawing and the formal handwriting and are related
to long and complex learning, which requires several years of learning (7-9).
Today it is known that preschool education represents a very important period for the
development of these skills (10). In preschool, children spend 42% of the day on paper and
pencil tasks (11) and it is during this period that handwriting readiness skills are
developed (12), being a predictor of future school success (12-15). For Beery (16) children
are not apt to learn to handwrite without first copying the first nine figures of the
Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI).
It is based on this that intervention programs have been developed with the aim of promoting
the development of handwriting readiness skills in preschool age and of preventing possible
handwriting difficulties at school age (14, 17). These intervention programs have shown
favourable results in improving the graphomotor skills of preschool children (12, 17-18).
In most cases only something is done, once the handwriting difficulties are installed. In
addition, there are few studies dedicated to intervention in graphomotor skills at preschool
age and to my knowledge, there is no study whose intervention is based on a psychomotor
approach. Based on this, a graphomotor intervention program with a psychomotor approach was
developed, by Matias and Vieira (19), who will apply in this study to children in the last
year of preschool education.
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