“La grafomotricidad en el desarrollo de la preescritura en niños y niñas con retardo mental leve de 3 a 4 años”

Abstract

The research is carried out based on the theme "The grafomotricity the development of the pre-writing" in children with mild Mental retardation, has a population of 9 children 3 to 4 years of chronological age, of which 7 infants are male and 2 sex feme child. To obtain the necessary data and establish the basis for the development of the pre-writing, use Test of TEPSI psychomotor development; which allows assessing the coordination, language and motor skills; particularly the Subtest coordination consisting of 16 items, which measure fine motor and grafomotrices replies. Applies the initial evaluation to determine the ranges of delay, risk and normality in the psychomotor development of the child population with this disability; based on the information and results of the pre-test shown, analyzes and describes the development of the occurred in the population under study, with the implementation of activities and exercises used by the professional stimulation grafomotores early in charge of the area of Psicorehabilitacion. Consecutively the second assessment is made through the post-test - TEPSI, which allows to establish a comparison of the results obtained subsequent to the implementation of activities grafomotoras, for the development of the occurred in a time span of 3 months of intervention, presents a favorable development and increased skills and fine motor skills that promote the acquisition of the pre-writing process. Through the results achieved in the pre-test, observed that a percentage of 11% of infants are in delay, with 56% risk level and normalcy that corresponds to 33%, with the results of the post - test, there is evidence of a significant improvement to the move from the level of delay to risk with a percentage of 22% and normality with a 78% of children with mild Mental retardation. It can be concluded that the application is fundamental activities or innovative, sequential and timed exercises of alphabet, according to the individual characteristics of the child's development and pathology presenting; as a scientific discipline in which the child develops mental representations that are shown in a role through graphics with sense and give way to the acquisition of the pre-writing process.