Possibilities and Limits of Graphomotor Diagnosis in Preschool Children in the Context of a Changing Educational Environment

Abstract

Preschool age is a period of dynamic development of the child. The paper focuses on diagnosing the graphomotor skills of children of the Alpha generation from the perspective of preschool educators. The aim of the research was to identify the methods and techniques that preschool teachers apply in the diagnosis in the field of graphomotor skills. The quantitative research was carried out in the form of a non-standardized questionnaire of own design, which was completed by 173 respondents. The obtained data were analyzed by means of descriptive statistics and Pearson chi-square test. The results showed that teachers attach high importance to the diagnosis of graphomotor skills and the preferred methods are observation, analysis of children‘s work and portfolio. The choice of diagnostic tools correlates to some extent with the length of teaching experience. The research also identified the need for systematic and regular diagnostic assessments as well as the use of multiple methods for comprehensive assessment of graphomotor skills. Furthermore, it highlighted the importance of continuous professional development and support for educators to enhance their diagnostic competences. Emphasis was placed on creating a standardized framework to ensure consistent and objective evaluation practices. Based on the research findings, detailed recommendations for pedagogical practice were developed, focusing on integrating diagnostic activities into everyday teaching routines, encouraging collaboration among educators, specialists, and parents, and promoting the use of diverse and innovative assessment techniques. These recommendations aim to improve the early identification of potential difficulties and support targeted interventions to foster optimal graphomotor development in children.