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ZNANOST IN BRAINSCRIBE

V zadnjih letih številne raziskave na področju nevroznanosti in razvojne psihologije potrjujejo prednosti vidno-motoričnega treninga. Nevroznanost potrjuje, da grafomotorične vaje spodbujajo ustvarjanje funkcionalnih povezav med vidnimi in motoričnimi središči v možganih in izboljšujejo vidno-motorično integracijo. Raziskave potrjujejo tudi pomembne povezave med drobno-motoričnimi spretnostmi, nebesedno inteligentnostjo in eksekutivnimi funkcijami.

vaje za

grafomotoriko

IN

RAZVOJ

MOŽGANOV!

Raziskave potrjujejo, da vidno-motorične vaje spodbujajo ustvarjanje funkcionalnih povezav med vidnimi in motoričnimi centri v možganih!

Urjenje grafomotorike in 

RAZVOJ MOŽGANOV!

glej: James, K. H.  (2010). Sensori-motor experience leads to changes in visual processing in the developing brain. Developmental Science, 13 (2), 279-288.​

glej: James, K. H. and Engelhardt, L. (2012). The effects of handwriting experience on functional brain development in pre-literate children.

Trends in Neuroscience and Education, 1 (1), 32-42.

 

glej: Vinci-Booher, S., James, T. W., & James, K. H. (2016). Visual-motor functional connectivity in preschool children emerges after handwriting experience. Trends in Neuroscience and Education, 5(3), 107-120.

Urjenje grafomotorike in

KOGNITIVNO DELOVANJE!

glej: Diamond, A. (2000). Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex.

Child Development, 71, 44–56.

     

glej: Osorio-Valencia, E., et al. (2018). Early motor development and

cognitive abilities among Mexican preschoolers.

Child Neuropsychology, 24(8): 1015-1025.

glej: Roebers, C. M., Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Jäger, K. (2014). The Relation between Cognitive and Motor Performance and Their Relevance for Children’s Transition to School: A Latent Variable Approach. Human Movement Science, 33, 284-297.

Urjenje grafomotorike in

ŠOLSKI DOSEŽKI!

glej: Africa, E. K. and Deventer, K. J. (2017). A motor-skills programme to enhance visual motor integration of selected pre-school learners.

Early Child Development and Care, 187 (12): 1960-1970.

   

glej: Banumathe, K. R., Sharma, P. S. V. N. , Binu, V. S., Guruprasad, V. (2018). Relationship between Visual Motor Integration and Academic Performance in Elementary School Children. Online Journal of Health Allied Sciences, 16(1).

    

glej: Barnhardt, C., E. Borsting, et al. (2005). Relationship between visual-motor integration and spatial organization of written language and math.

Optometry and Vision Science, 82(2): 138-143.

    

glej: Bart, O., Hajami, D., & Bar-Haim, Y. (2007). Predicting school adjustment from motor abilities in kindergarten. 

Infant and Child Development, 16, 597–615.

     

glej: Bonoti, F., Vlachos, F. and Metallidou, P. (2005). Writing and Drawing Performance of School Age Children. Is There Any Relationship?

School Psychology International, 26 (2), 243-255.

glej: Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., et al (2012). Fine motor skills and executive function both contribute to Kindergarten achievement. Child Development, 83, 1229–1244.

      

glej: Carlson, A. G., Rowe, E., & Curby, T. W. (2013). Disentangling fine motor skills’ relation to academic achievement: The relative contributions of

visual-spatial integration and visual-motor coordination. 

Journal of Genetic Psychology, 174, 514-533.

     

glej: Daly, C. J., Kelley, G. T., & Krauss, A. (2003). Brief report—Relationship between visual-motor integration and handwriting skills of

children in kindergarten: A modified replication study.

American Journal of Occupational Therapy, 57, 459–462.

     

glej: Doyen, A.-L., Lambert, E., Dumas, F. and Carlier, M. (2017). Manual performance as predictor of literacy acquisition: A study from kindergarten to Grade 1. Cognitive Development, 43, 80-90.

 

glej: Duran, C. A. K., et al. (2018). Unique and compensatory associations of executive functioning and visuomotor integration with mathematics performance in early elementary school. Early Childhood Research Quarterly, 42: 21-30.

glej: Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology, 46, 1008–1017.

      

glej: Oberer, N., Gashaj, V. andRoebers, C. M. (2018). Executive functions, visual-motor coordination, physical fitness and academic achievement: Longitudinal relations in typically developing children. Human Movement Science, 58: 69-79.

glej: Pagani, L. S., Fithpatrick, C., Archambault, I., & Janosz, M. (2010). School readiness and later achievement: A French Canadian replication and extension. Developmental Psychology, 46, 984–994.

     

glej: Pieters, S., et al. (2012). Behind mathematical learning disabilities:

What about visual perception and motor skills?

Learning and Individual Differences 22(4): 498-504.

     

glej: Son, S.-H., & Meisels, S. J. (2006). The relationship of young children’s

motor skills to later reading and math achievement.

Merill-Palmer Quarterly, 52, 755–778.

 

glej: Sulik, M. J., Haft, S. L. and Obradiović, J. (2018). Visual-Motor Integration, Executive Functions, and Academic Achievement: Concurrent

and Longitudinal Relations in Late Elementary School.

Early Education and Development, 29(7): 956-970.​

   

glej: Taylor Kulp, M. (1999). Relationship between visual motor integration skill and academic performance in kindergarten through third grade.

Optometry and Vision Science, 76(3): 159-163.

     

glej: Weil, M. J. and S. J. Amundson (1994). Relationship between visuomotor and handwriting skills of children in kindergarten.

American Journal of Occupational Therapy, 48(11): 982-988

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vaje za

grafomotoriko

in

kognitivno

delovanje!

Nevroznanost in razvojna psihologija: drobno motorične spretnosti, nebesedna inteligentnost in izvržilne funkcije možganov so pomembno povezane.

 

Nevropsihološke razikave in slikanje možganov kažejo, da se pri določenih kognitivnih in motoričnih vajah hkrati aktivirajo prefrontalni korteks, mali možgani in povezovalne strukture.

vaje za

grafomotoriko

in

šolski

dosežki!

Raziskave povezujejo vidno-motorično integracijo z učnimi dosežki na različnih področjih, vključno z matematiko, branjem in črkovanjem.

 

Izboljšana vidno-motorična koordinacija se povezuje z boljšimi učnimi dosežki v šoli; medtem ko lahko slabša vidno-motorična koordinacija botruje zaostankom in težavam pri učenju in funkcioniranju v šoli.

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