Abstract
Introduction: One of the common problems in preschools is the handwriting readability of children. The purpose of this study was to investigate the effect of teaching perceptual-motor skills on improving handwriting in preschool children.
Methods: The research design was semi-experimental with pretest-posttest and control group. The statistical population of 86 pre-school boys aged 5 to 6 years old was referred to the Education Consultation Center of Mashhad District 2 in the academic year 96-97, using a scan of screening handwriting scales and 20 preschool children with handicap problems in a manner Were randomly selected and randomly assigned into experimental and control groups (10 children in the experimental group and 10 children in the control group). The experimental group received the Cognitive-Movement Skills Training program for 16 sessions, during which time the control group went to its routine activities. At the end of the session, both groups were subjected to post-test. The measurement tool in this research included a Handbook of Agricultural Problems and Shojaei (2018). For data analysis, one-variable and multivariate covariance analysis was used.
Result: The results of covariance analysis showed that training of cognitive-motor skills on handwriting problems (F = 14.73, P = 0.001) and handwriting error subscales (F = 12.55, P = 0.002) and errors Body condition when writing (F = 9.70 , P = 0/006) Preschool boys are 4 to 6 years old.
Conclusion: According to the results of this study, the use of cognitive-motor skills with the strengthening of hand muscles and fine motor skills of hands is effective in developing handwriting skills. As a result, this method can be used as a supplementary method along with other therapies for this disorder.