Relationship between dynamic balance and writing skills in preschool

Abstract

At the end of preschool, a child must be able to read short and important words, write elements of written letters, as well as be able to hold and use writing tools correctly. Sufficient movement development plays an important role in the child's later life and allows the child to participate in activities that promote his or her physical and cognitive development. This practical study was divided into three parts. The first part was a test of literacy and dynamic balance before performing balance exercises. In the second part, dynamic balance exercises were performed for three weeks. The third part involved a test of writing and dynamic balance-after performing dynamic balance exercises. The writing tests before and after the dynamic balance exercises were identical, in order to examine the effect of carrying out a set of exercises over a three-week period on the completion of the same written task. Given that children's attention at this age is still volatile, the challenges were short. Other age characteristics that would affect children's performance have also been considered. 26 children participated in the case study, and 20 of them participated in both exercises. The mean number of errors in the dynamic balance test decreased by 3.3, while in the writing skill test-by 3.5. The range of errors in the dynamic balance tests before the experiment was 3–16, but after the experiment-1-14, while in the writing skill tests the number of errors before the experiment was 1-12, but afterwards-1-8. It is concluded that in learning the exact execution of basic movements, the regularity, purposeful activity of the teacher, as well as the variety of classes are important in improving the results-additional purposeful activities affect the development of both physical and cognitive skills, as well as improve the ability to perform movements accurately.