European International Journal of Pedagogics
286
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TYPE
Original Research
PAGE NO.
286-289
DOI
3
OPEN ACCESS
SUBMITED
31 March 2025
ACCEPTED
29 April 2025
PUBLISHED
31 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Development of
Graphomotor Skills in
Children with Speech
Impairments as A Key
Factor in Preparing for
School Education
Alimova Kamola
Teacher of the Department of Speech Therapy of the Uzbek National
Pedagogical University named after Nizami, Uzbekistan
Abstract:
Topical issues of the development of
graphomotor skills in children with speech disorders
cover complex processes and show the importance of
the development of graphomotor skills at preschool age
in the success of school education of children in the
process of writing.
Keywords:
Graphic motor skills, speech, process,
development, graphic abilities, auditory perception, fine
motor skills.
Introduction
: The worthy upbringing of the current
young generation, which will decide the future and
prospects of our Motherland, is associated with the
continuous improvement of the education and
upbringing sector at a modern level. Today, all spheres
of life in New Uzbekistan have become areas of deep
reforms. In this process, it is impossible not to speak
enthusiastically about the changes in the education
system, which is considered the basis of the social
sphere. Our President Sh.M.Mirziyoyev, on his initiative,
is paying attention to the issue of radically improving the
activities of preschool educational institutions, studying
the most advanced foreign experience, and creating a
modern system in all respects. Taking into account the
interests and aspirations of children, he emphasized
that providing them with comprehensive education and
upbringing in the preschool period, broadening their
worldview,
developing
the
ability
to
think
independently, instilling national and universal values in
their hearts and minds, thereby bringing them up in the
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European International Journal of Pedagogics
spirit of love for the Motherland and pure dreams, is
one of the most important and urgent issues today.
As our President noted: “The more educated our
children are when they leave school, the faster the
high-tech sectors of the economy will develop, and
many social problems will be solved. Therefore, when
I say that the threshold of a New Uzbekistan begins
with school, I think that all our people will support this
idea.” After all, how our children study at school and
what lofty goals they will achieve largely depend on the
education they receive in preschool institutions.
Expanding the coverage of children with preschool
education, further improving the use of preschool
education services, ensuring favorable conditions for
their full-fledged life activities and actively involving
them in social life are the most urgent tasks we have
set for ourselves. The issues of preparing children
raised in preschool institutions for school are
becoming increasingly important. The thorough
preparation and successful mastery of the primary
school education process of children entering the first
grade depends on the consistency of the preschool
education. Unfortunately, the level of their
preparation does not always meet these requirements.
Practice shows that children aged five to six years have
a low level of general motor skills and finger motility,
which is most clearly manifested in the ability to hold a
pencil in the palm of their hand, the child's ability to
perform in situations where the role of movements is
changed. Special attention should be paid to the
development of children's graphomotor skills.
Difficulties in the development of graphomotor skills
occur not only in first graders, but also in all primary
school students. Therefore, work on the development
of fine graphomotor skills should be started as early as
possible.
In the works of O.B. Inshakova, a number of
characteristic features of graphomotor skills in children
of older preschool age with underdeveloped general
speech are studied: children with speech disorders are
described as a kind of "risk zone", and the general motor
sphere of children with speech disorders is
characterized by inactive, limited, undifferentiated
movements. The state of fine motor skills of the fingers
is manifested in impaired accuracy of movements, a
decrease in the speed of execution and transition from
one position to another, a slow onset of movement, and
insufficient coordination. These features are manifested
in the child's play and educational activities. With mild
manifestations of dysarthria, a preschool child cannot
easily draw, sculpt, or manipulate with motor skills. At
the beginning of school, children often have difficulties
with writing: the hand quickly gets tired, the letters are
not spelled correctly. These difficulties are associated
with the weakness of finger motor skills and insufficient
formation of visual-motor coordination, voluntary
attention, analytical perception and auditory attention.
This determines the purpose of work on the formation
of graphomotor skills in preschool children:
1. Development of fine coordinated movements of the
hands.
2. Development of auditory attention and graphic
reproduction.
3. Development of graphic movements, visual
perception, hand-eye coordination.
To solve these problems, speech therapy work is carried
out through a system of games and exercises that form
the ability of children to build a pattern through
kinesthetic sensations. The gradual assimilation of new
knowledge, the development of hand movement skills,
together with the development of fine motor skills that
provide graphic movements, correctly form the mental
abilities of cognitive activity, develop hand-eye
coordination. The main task of the exercises is to make
it easy and convenient to perform all tasks related to the
need to use fine motor skills of the hands. This can only
be achieved gradually. We will consider examples such
as "Draw a picture by dots", "Connect the dots":
European International Journal of Pedagogics
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European International Journal of Pedagogics
These game exercises increase the child's activity in
hand movements and allow him to perform more
complex tasks in the future. Graphic movements allow
the child to learn various drawing techniques, drawing
lines from top to bottom and from left to right, copying
over lines evenly without leaving the contour, without
gaps, tracing contours along dotted and dotted lines,
while at the same time learning the correct methods of
movement.
Another activity that helps develop graphic skills is
finger gymnastics. Performing exercises with the
fingers, the child achieves good development of fine
motor skills of the hands, which not only has a
beneficial effect on the development of speech (since
it inductively stimulates the speech centers), but also
prepares the child for drawing and writing. The hands
acquire good mobility, flexibility, stiffness of
movements disappears, which makes it even easier to
master writing skills. The development of fine motor
skills is determined not only by the clarity and beauty
of the image of the lines, but also by ease and freedom:
hand movements should not be constrained, not
sharp. For the development of beautiful and accurate
handwriting,
correct
observance
of
graphic
proportions, smooth and symmetrical writing are
important.
Summarizing from the above points, the main
principles of the correctional and pedagogical work
system include a number of methods and require an
early start of work, the gradual development of
unformed graphic skills, as well as organization based
on the principles of systematicity, consistency, activity
and creativity. All principles are closely interconnected.
They are widely used in correctional work, always
taking into account the compensatory abilities and
individual characteristics of children with speech
defects. In particular:
1. Children have difficulty copying a pattern on a sheet
of paper, which is associated with visual-spatial
difficulties;
2. When performing exercises with fingers, children
quickly get tired, cannot perform some contrasting
positions, their speed is disturbed when changing
movements;
3. When drawing graphic combinations, they do not
take into account the height, width and line of the
pattern, the clarity, smoothness and consistency of the
lines are not sufficient;
4. Insufficient coordination of the fingers is manifested
by slowness, getting stuck in one position, difficulty in
transitioning from one movement to another;
5. Carelessness when writing, drawing, shading, etc.;
6. Weak pressure on the pencil during writing due to
weakness of the hand muscles;
7. Children violate the sequence of movement
elements.
In eliminating the above situations, the excellent
organization of the correctional process in the preschool
education system is important. In the preschool
education system, great attention is paid to the
comprehensive development of the child. It includes the
development and activation of cognitive processes, the
development of speech, the maintenance of physical
health, and.
Writing and the simultaneous implementation of
graphomotor skills are a very complex function in terms
of organization and implementation.
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European International Journal of Pedagogics
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