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

Autores

  • Papadimitropoulou Panagoula PhD, Science of Education, Teaching Professor in Developmental Psychology, School of Pedagogical and Technological Education, Patra, Greece
  • Zaragas Harilaos Professor, Department of Early Childhood Education, University of Ioannina, Epirus, Greece
  • Vassiliki Pliogou Associate Professor, Department of Early Childhood Education, University of Western Macedonia, Florina, Greece
  • Kalliopi Trouli Associate Professor, Department of Preschool Education, University of Crete, Rethymno, Greece
  • Katsis Ilias PhD Candidate, Researcher, Laboratory of Special and Curative Education, Pedagogical Department of Early Childhood Education University of Ioannina, Epirus, Greece

DOI:

https://doi.org/10.46827/ejoe.v11i2.6738

Palavras-chave:

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

Resumo

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.

Biografia do Autor

  • Papadimitropoulou Panagoula, PhD, Science of Education, Teaching Professor in Developmental Psychology, School of Pedagogical and Technological Education, Patra, Greece

    Papadimitropoulou Panagoula (PhD), Science of Education, Teaching Professor in Developmental Psychology, School of Pedagogical and Technological Education, Patra, Greece.

    E-mail: yioulipapad@gmail.com

  • Zaragas Harilaos, Professor, Department of Early Childhood Education, University of Ioannina, Epirus, Greece

    Zaragas Harilaos, Professor, Department of Early Childhood Education, University of Ioannina, Epirus, Greece.

    E-mail: hzaragas@uoi.gr

  • Vassiliki Pliogou, Associate Professor, Department of Early Childhood Education, University of Western Macedonia, Florina, Greece

    Vassiliki Pliogou, Associate Professor, Department of Early Childhood Education, University of Western Macedonia, Florina, Greece.

    e-mail: vpliogou@uowm.gr

  • Kalliopi Trouli, Associate Professor, Department of Preschool Education, University of Crete, Rethymno, Greece

    Kalliopi Trouli,Associate Professor, Department of Preschool Education, University of Crete, Rethymno, Greece.

    e-mail: ktrouli@uoc.gr

  • Katsis Ilias, PhD Candidate, Researcher, Laboratory of Special and Curative Education, Pedagogical Department of Early Childhood Education University of Ioannina, Epirus, Greece

    Katsis Ilias, PhD Candidate, Researcher of Laboratory of Special and Curative Education, Pedagogical Department of Early Childhood Education, University of Ioannina, Epirus, Greece.

    E-mail: katsis.ilias2013@gmail.com

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Publicado

2026-05-21

Edição

v. 11 n. 2 (2026)

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Articles

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