АSSESMENT OF VISUAL-MOTOR SKILLS IN PRESCHOOL CHILDREN
АSSESMENT OF VISUAL-MOTOR SKILLS IN PRESCHOOL CHILDREN

Summary/Abstract: Visual-Motor Integration (VMI) represents a key component of neuropsychological development in preschool age, reflecting the interaction between visual perception and motor control. It is of fundamental importance for the formation of early academic skills and school readiness. The present study aims to analyze the developmental level of visual-motor coordination in children aged 4–5 years and to identify potential gender differences in performance. The study involved 30 children (N = 30) aged 4–5 years, equally distributed by gender (15 girls and 15 boys), with no diagnosed intellectual, sensory, or neurological impairments. The Bender-Gestalt Test, which requires the copying of nine geometric figures, was employed to assess visual-motor integration. The analysis included a quantitative evaluation of the total number of errors and a qualitative differentiation across three indicators: angle execution, orientation, and relative spatial positioning. The mean total error score was $M = 48.6$ ($SD = 9.4$), indicating the presence of moderate difficulties in visual-motor coordination. The highest values were observed in the "angle execution" indicator ($M = 18.5$; $SD = 4.0$), followed by "orientation" ($M = 16.0$; $SD = 3.5$) and "relative position" ($M = 14.1$; $SD = 3.0$). The data reveal moderate inter-individual variability (range: 32–65 errors). Regarding gender differences, boys demonstrated a higher mean error count ($M = 50.2$; $SD = 8.7$) compared to girls ($M = 47.0$; $SD = 9.9$), suggesting relatively better performance by the girls in this sample. The findings confirm that visual-motor integration in preschool age is a process characterized by pronounced individual variability and varying degrees of maturity. The greatest difficulties were observed in the precise reproduction of angles, highlighting the significance of fine motor skills and spatial organization. The identified moderate gender differences align with literature data regarding the earlier maturation of certain psychomotor functions in girls. The results underscore the necessity for early diagnostics and support of visual-motor skills as a prerequisite for successful school adaptation

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