NEUROPSYCHOLOGICAL EXERCISES FOR CORRECTION OF GRAPHOMOTOR SKILLS AND SPATIAL REPRESENTATIONS OF CHILDREN OF YOUNGER SCHOOL AGE

Abstract

The article is devoted to the analysis of the specific features of graphomotor skills and spatial representations development in early school-age children within the context of remedial work. Graphomotor skills are defined as a set of coordinated hand movements that involve visuomotor coordination, accuracy of visual estimation, and pressure control, whereas spatial representations are understood as the ability to perceive and manipulate spatial images, which serve as the basis for writing. The article identifies three stages in the development of graphic skills, emphasizing the importance of preparatory training to prevent developmental disorders. The analytical stage is associated with the acquisition of separate components of the writing process and the awareness of its content. The synthetic stage is characterized by the integration of individual components into a coherent motor act. The automation stage consists in the completion of graphic skill formation as an automated action performed without the need for conscious step-by-step control. The development of spatial representations is closely interconnected with graphomotor skills at neurophysiological, cognitive, and functional levels, since both writing and drawing require coordination between visuospatial perception and hand movements. A system of neuropsychological exercises is proposed, including tasks for fine motor skills (drawing figures, hatching), visuospatial orientation (pattern copying, puzzles), movement serialization, and cross-modal integration, all of which contribute to brain neuroplasticity and the establishment of neural connections between parietal and motor regions. It is emphasized that insufficient development of spatial representations may result in writing errors, such as mirror writing or distortion of proportions, while graphomotor exercises refine spatial perception through sensorimotor feedback. The interrelation between spatial representations and graphomotor skills is highlighted as crucial for the successful performance of educational tasks, including writing, drawing, and geometry.