A Comparative Study of Teachers’ Knowledge and Strategies for Developing Graphomotor Skills in Preschool Children

Abstract

Background:

Graphomotor abilities, including fine motor control crucial for handwriting and drawing, are essential to early childhood education and literacy advancement. Notwithstanding their importance, these abilities are often overlooked in several preschool environments.

Objectives:

This research examines and compares the knowledge and instructional methods of preschool educators in public and private institutions about the enhancement of graphomotor abilities in young children. This study aimed to evaluate teachers' comprehension of graphomotor development and to investigate the strategies they use to enhance these abilities in children aged 3 to 6 years.

Methods:

A quantitative study approach was used, using a structured questionnaire sent to a sample of 200 preschool instructors, including 100 from government schools and 100 from private schools. The research used SPSS for data analysis to ascertain major disparities in knowledge levels and strategy execution between the two types of schools. The participants' demographic profile included differences in age, educational qualifications, teaching experience, and the particular preschool level they instructed.

Key Results:

The results enhance the previous research by emphasizing the inequalities in teacher readiness and methodologies across various institutional contexts.

Conclusion:

The research emphasizes the need for specialized teacher training programs and curricular modifications that focus on enhancing graphomotor skills in early school. This study seeks to improve the quality of foundational education by identifying existing gaps and best practices, ensuring that children develop the motor skills essential for academic achievement and lifetime learning.