The thesis discusses the importance of developing graphomotor skills in preschool children and examines the effectiveness of various didactic tools and games in supporting their development. The main aim of the thesis was to define graphomotor skills as an important area of child development, to analyse the presence of such activities in kindergartens, and to test self-designed didactic tools intended for the gradual development of graphomotor abilities. The theoretical part presents key factors in the development of graphomotor skills, including fine motor skills, hand-eye coordination, spatial orientation, muscle control, and the role of play in learning. The empirical part was carried out through a three-month systematic observation of children aged 3–6 years. Various self-made didactic tools were used: differentiated worksheets, the Geo Board with rubber bands, I Feel How I Draw/Write, the Magnetic Maze, Don't Touch the Wire, and Draw What the Dice Says. Each tool was introduced regularly, 2–3 times per week, and observations were conducted individually based on pre-defined criteria (precision, concentration, understanding of instructions, problem-solving strategies, task selection, etc.).
The results showed that all children made progress over time – most improved their line precision, ability to follow instructions, spatial orientation, and attention span. The games proved to be highly motivating, though younger children required guidance, support, and demonstrations. The findings confirm that a structured, systematic, and playful use of adapted tools can significantly contribute to the development of graphomotor skills in the preschool period. The thesis also offers concrete suggestions for future work in this field – including involving parents, developing multisensory approaches, long-term monitoring of progress, and integrating graphomotor activities with other areas of the curriculum.
|
