Writing is one of the most important advances of humanity of all time. Not in vain does it allow us to transmit our knowledge and different data through time and space, to reproduce our thoughts and make them reach others in a precise way. But the ability to read and write does not appear out of nowhere.

This is something we have to learn throughout our lives. As far as writing is concerned, it requires, in addition to the capacity for symbolisation, the capacity to carry out a series of precise movements; that is, graphomotor skills .

What is graphomotricity?

Grapho-motor skills are understood as the set of manual movements required and necessary to be able to write. These movements would be included within fine motor development, the ability to mobilize hands and fingers in a coordinated manner. Thus, graphomotor skills are a skill that requires a high level of precision and control , which must be acquired gradually with practice throughout life.

This is a capacity that requires the development and coordination of both motor and perceptual aspects. The graphomotor skills would begin with the first lines of the child’s drawings, and it is necessary that the child gradually manages to master the space and the instruments. It is essential that the child first learns the movements of the tweezers and grasps objects that are smaller and smaller.

The correct development of graphomotor skills also implies learning elements that are not only graphic: differentiating between elements, having the ability to represent and being able to have an orientation with respect to directions are fundamental aspects in the development of writing skills.

With the passage of time these processes are automated, something that allows to deepen and to improve in the level of fineness and precision necessary for a correct writing .

Development of this skill

As we have said, graphomotor skills do not appear out of nowhere: they require a complex learning process through which each of us learns to master the movements necessary for writing.

It could be considered that the first attempts at graphic expression would begin around the year and a half, at which time the first scribbles usually begin to appear . The child acts more on impulse and with total lack of control, without any oculo-manual coordination and using the whole arm.

Later, a little before the age of two, he starts to use his elbow to make strokes (although still without coordinating eye and hand) and to make circular scribbles… After that, little by little the child will increase the control over the wrist and the strength of the hand, as well as follow the movement of his hand with his eyes. The first independent lines begin to appear.

From the age of three, an attempt is made to control the movement of the hand and coordinate it to make a directed stroke. The child is able to combine colours and can centre the movement in such a way that it does not leave the paper, as well as trying to identify something in the drawing. Around the age of four, a pre-schematic stage begins in which the child begins to draw a picture that symbolizes a specific element to be represented. That is to say, he draws a concrete element such as a house, a person or an animal, but he does it in a schematic way.

From this point until the age of six, we will learn to add detail to the above elements. He would also enter a pre-syllabic stage , in which the pictorial drawings begin to differ from the strokes that are intended to represent letters or numbers.

Initially, these are disorganized and separated lines, but little by little they are organized and aligned in such a way that it is possible to read them (although initially only the child himself would understand what he wants to say).

After that, we enter a moment of syllabic writing, in which each syllable begins to represent a specific syllable or phoneme . Later, as we improve the stroke and the capacity of symbolization, a transition stage towards alphabetic writing takes place, in which each syllable ends up corresponding to a phoneme. As the years go by, the lettering will be improved and smaller and more precise spellings will be possible.

How can graphomotor skills be enhanced?

Graphics is a fundamental skill for writing and drawing, and contributes to increasing precision and manual ability to do different tasks. It is therefore advisable to try to reinforce it through different activities . The practice of calligraphy can help, but work in the graphomotor field does not only involve this type of activities but can also be approached from a more playful perspective.

It stimulates playing behaviour and the possibility of drawing , not only with coloured pencils but also with elements such as paint or sand is something fundamental. But training graphomotor skills does not only imply painting and coloring, but also all those activities that require a certain level of fine motor skills contribute to improve it.

Things such as tying ties, construction sets, modelling clay, bending, cutting with scissors or even throwing objects allow for improved oculo-manual coordination . If the child likes it, playing a musical instrument (for example a flute or the piano) is also useful. Other games such as following a musical rhythm with clapping, symbolic and role play and imitating people, animals and objects (e.g. playing a film is often useful and fun) also help to improve manual skills and thus enhance graphomotor skills.

But it’s not just about the child doing things, it’s about valuing them. For this, family support is essential, the fact of actively participating in this learning and also congratulating him for his achievements will make the child feel more secure and valued. Moreover, sharing with him/her moments in which these games and activities are seen as something positive and enjoyable are fundamental and can strengthen the mother/parent-child bond as well as improve the predisposition towards writing and learning it.

Bibliographic references:

  • CCOO Education Federation of Andalusia. (2011). Graphomotricity in infant education. Topics for Education. Digital magazine for teaching professionals.
  • Marchesi, A and Coll, C. (1991). Psychological Development and Education. Madrid. Alianza.