Graphomotor skills represent an important part of a child’s overall development and one of the key pre-literacy skills, as they enable the development of precise and coordinated movements required for the later acquisition of writing skills. Their development is primarily associated with the development of fine motor skills, hand-eye coordination, visual perception, spatial orientation, and appropriate control of hand and finger movements. During the preschool period, a variety of age-appropriate and planned activities play an important role in fostering these skills. The purpose of the thesis was to examine the importance of and ways of promoting the development of fine motor and graphomotor skills in children aged 4 to 6 years. The aim of the research was to determine the initial level of the children’s fine motor and graphomotor skills, identify differences between children of different ages, monitor their responses while carrying out the activities, and determine the extent to which the selected activities promote the development of the mentioned skills. The study included 15 children aged 4 to 6 years who attended Ciciban Kindergarten, Čebelica Unit. A descriptive research method and a mixed-methods research approach were used. Data were collected through direct observation of the children during five activities carried out between March and June 2026. The activities included initial and final tracing, cutting along lines, gluing along lines, and stamping along lines. The observed areas included the use of a writing instrument or tool, hand-eye coordination, precision and control of movements, and independence in completing the task. Individual skills were assessed on a scale from 1 to 3, where a score of 1 indicated an inability to perform the task independently, a score of 2 indicated partially independent performance, and a score of 3 indicated independent performance. The results showed that the older children, aged 5 to 6 years, achieved higher average scores than the younger children, aged 4 to 5 years, in all activities. The highest overall average score was achieved in the final line-tracing activity (2.32), followed by gluing along lines (2.23) and cutting along lines (2.22), while the lowest average score was achieved in stamping along lines (1.95). When comparing the initial and final line-tracing activities, the overall average improved from 2.10 to 2.32. Although the differences were not substantial, improvements were observed in individual children, particularly in the correct grip of the writing instrument, independence, confidence, and reliability when performing the task. During the final activity, the children understood the instructions better, required less additional guidance, and were more relaxed and motivated while working. The findings of the study indicate that a variety of graphomotor activities provide an important opportunity to promote the development of fine motor skills, hand-eye coordination, precision, and independence in preschool children. No major changes were observed over the short period during which the activities were carried out, indicating that the development of graphomotor skills is a gradual process. Nevertheless, positive changes were observed in individual children. Therefore, it is advisable to systematically, diversely, and consistently incorporate graphomotor activities into everyday work in kindergarten over a longer period.
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