Development of graphomotor skills in senior preschoolers: a neuropsychological aspect

Abstract

The aim of the study is to generalize the available interdisciplinary data on the formation of graphomotor skills in older preschoolers and use them as a basis for describing the process of forming graphomotor skills in left-handed children. The essence and structure of graphomotor skills as a component of written activity is considered. In the structure of writing, graphomotor skills represent the final link in writing activity and are associated with the drawing of graphic symbols. Based on neuropsychological data on interhemispheric asymmetry in children, the necessity of developing a graphomotor skill in older preschoolers is substantiated, taking into account the dominant profile of lateralization. We consider the provisions of the theory of the level organization of movements by N.A. Bernstein as a support in the development of a graphomotor skill. Noting the level nature of the organization of written activity, attention is focused on the role of gross motor skills, posture retention and other components of background levels, without which the very implementation of the graphic skill is difficult. A scheme is proposed that reflects the indicators of the formation of graphomotor skills in older preschoolers. The following components have the leading importance in it: general motor readiness, visual-object gnosis and visual-motor coordination, elementary graphic skill. The features of pedagogical work in the formation of graphomotor skills in left-handed children are described. The novelty of the study lies in modeling the system of work on the formation of this skill of written activity based on the theory of the level organization of movements by N.A. Bernstein. The proposed system model can be used to form graphic-motor skills in left-handed children, which reflects its practical significance.