System of educational activities for the early detection of dysgraphia in 5 year old children

Abstract

Introduction: Early detection of dysgraphia involves observing difficulties in writing, such as problems with holding the pencil, writing in a disorganized or illegible manner, and resistance to writing activities. The present study aimed to design a system of didactic activities for the early detection of dysgraphia in 5-year-old children from the "Diez de Agosto" Basic Education School in the Jipijapa canton. Materials and methods: The study is characterized as exploratory and descriptive, employing a mixed-method approach that considers both quantitative and qualitative aspects. Theoretical methods such as analytical-synthetic, inductive-deductive, and documentary analysis were utilized, alongside empirical methods including observation and interviews. Through various research techniques, consistent patterns were identified in the detection of dysgraphia signals, underscoring the importance of meticulous observation by teachers. While most children demonstrate mastery in graphic development variability, the need for specific attention to children in early stages or in progress is emphasized. Results: The designed activities aim to establish a solid foundation for early detection, highlighting the importance of strengthening digital pinch and laterality. Interviews underscore the importance of continuous training and pinpoint weaknesses, providing recommendations for dysgraphia treatment. These aspects enable the development of a system of didactic activities that facilitates the early detection of dysgraphia in 5-year-old children. Conclusions: The importance of detailed observation by teachers to identify possible signs of dysgraphia during writing and tracing activities is emphasized, with certain activities requiring greater attention.