PSYCHOMOTOR AND RHYTHMIC EDUCATION AS AN INTERVENTION FOR OPTIMIZING READING AND HANDWRITING READINESS IN KINDERGARTEN

Papadimitropoulou Panagoula, Zaragas Harilaos, Vassiliki Pliogou, Kalliopi Trouli, Katsis Ilias

Abstract


Introduction: Handwriting readiness is a key indicator of school readiness in early preschool age, as it is directly linked to academic performance, the child’s self-concept and their participation in the learning process. Modern developmental and pedagogical approaches recognize that writing is not an isolated skill, but rather emerges through the cooperation of psychomotor, visuomotor, and rhythmic functions. Purpose: To investigate the effect of a structured psychomotor and rhythmic intervention on the handwriting readiness of preschool children. Methodology: The research was based on an experimental design with an intervention group and a control group and repeated measurements before and after the implementation of the program. The intervention group participated in a program of psychomotor and rhythmic activities that aimed to enhance fine motor skills, eye-hand coordination, and temporal organization. Results: The findings showed a significant advantage of the experimental group across all indicators of psychomotor and handwriting development, along with very large effect sizes. Improvements were observed in fine motor skills, eye-hand coordination, spatiotemporal organization, and overall handwriting readiness. Conclusions: The findings indicate that psychomotor and rhythmic education constitute an effective intervention for enhancing handwriting readiness in early preschool education. The integration of such programs into the kindergarten curriculum can act preventively and supportively for future school learning.


Keywords


handwriting readiness, psychomotor education, rhythm, fine motor skills, eye-hand coordination, preschool education

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References


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DOI: http://dx.doi.org/10.46827/ejoe.v11i2.6738

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