Drawing and Writing. Learning of Graphical Representational Systems in Early Childhood

Taverna, Lívia; Tremolada, Marta; Sabattini, Francesca

doi:10.1007/978-3-030-41018-6_20

Cited by 3 publications

(2 citation statements)

References 41 publications

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“…Scientific research has shown that writing legibly and quickly is important to stay at the pace of school activities; it is required to take notes, to complete homework and to finish the evaluation tests in time [8]. Students need handwriting to communicate their knowledge, and the appearance of written works influence their academic achievements [9]. Poor quality of written texts and scarce neatness determine lower grades irrespective of the compositional and content quality of papers [6].…”

Section: Handwriting and Academic Successmentioning

confidence: 99%

Who Benefits from An Intervention Program on Foundational Skills for Handwriting Addressed to Kindergarten Children and First Graders?

Taverna

Tremolada

Dozza

et al. 2020

IJERPH

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This study examined the effectiveness of a 10-wk intervention program based on occupational therapy principles on visual-motor integration skills and fine motor abilities in kindergartners and first graders. We recruited 55 students tested three times with the Visual-Motor Integration Test (VMI) and Movement Assessment Battery for Children-2 (MABC-2): before the intervention (T1), post-intervention (T2) and one month later (T3). Research findings: Significant improvements were found on VMI between T1 and T2, particularly for kindergartners. Neither group of children demonstrated changes on manual dexterity scores. The present study showed that the intervention program led to different changes in the at-risk of motor impairment group than in the not at-risk children. Results indicated that games and stimulation activities helped children below the 16th percentile over time in the manual dexterity domain. A gender effect was observed, with female children increasing their abilities over time more than male peers. Future research should concentrate on stimulating fine motor skills in hand manipulation and test how these abilities influence graphomotor skills and handwriting over time. Finally, more research is needed to determine the impact of activities and games carried out in educational settings.

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Section: Handwriting and Academic Successmentioning

confidence: 99%

Who Benefits from An Intervention Program on Foundational Skills for Handwriting Addressed to Kindergarten Children and First Graders?

Taverna

Tremolada

Dozza

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…Handwriting performance has been reported to be influenced from visual perception, eye-hand coordination, and visual-motor integration [9][10][11][12]. For example, previous studies investigating the association between visual-perception and handwriting outcomes have demonstrated that visual-motor integration is a significant component of writing performance [11,[13][14][15][16][17]. The visual component allows children to discriminate forms, to recognize their specific characteristics, and to identify their orientation, while the motor component, if properly developed, allows the realization of a wide range of ordered and sequential movements.…”

Section: Relationship Between Fine Motor Skills Eye-hand Coordinatiomentioning

confidence: 99%

Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study

Taverna

Tremolada

Tosetto³

et al. 2020

Children

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This pilot study presents the effects on acquisition of pre-writing skills of educational activities targeting visual-motor integration and fine motor skills on a convenient sample of first graders. After a 10-week intervention program, visual perceptual skills and fine motor control were tested on 13 six-year-old aged children. Participants completed the Beery-Buktenica VMI and the manual dexterity scale of the Movement ABC-2 at baseline (T1), after the intervention program (T2), and one month after the end of the educational activities (T3). Children’s writing pressure, frequency, and automaticity were measured using a digitizer during the administration of name writing test at T1, T2, and T3. The purpose of the study was to investigate changes in visual-perceptual abilities and fine motor skills after the intervention program and examine correlational effects on children’s kinematic writing performances. Findings reveal that educational activities impacted positively on children’s visual motor coordination component of writing improving VMI scores. No statistically significant difference was detected across the three time points on students’ manual dexterity skills. Measurement of writing kinematics allows to report and document variations in children’s writing during intervention. This pilot study discusses these findings and their implications for the field on early childhood acquisition of foundational skills for handwriting. It also proposes potential topics for future research on this field.

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Using AI explainable models and handwriting/drawing tasks for psychological well-being

Prinzi,

Barbiero,

Greco

et al. 2025

Information Systems

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Drawing and Writing. Learning of Graphical Representational Systems in Early Childhood

Cited by 3 publications

References 41 publications

Who Benefits from An Intervention Program on Foundational Skills for Handwriting Addressed to Kindergarten Children and First Graders?

Who Benefits from An Intervention Program on Foundational Skills for Handwriting Addressed to Kindergarten Children and First Graders?

Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study

Using AI explainable models and handwriting/drawing tasks for psychological well-being

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