Prethodno priopćenje
https://doi.org/10.31724/rihjj.51.1.12
Cognitive-Motor Development in Primary School: Transformation of Copybook Handwriting into Authentic Graphic Expression
Andrea Ledić
orcid.org/0000-0003-1396-8240
; Centar za forenzička ispitivanja, istraživanja i vještačenja „Ivan Vučetić”
Tamara Drašković
; Osnovna škola Vinica
Sažetak
The development of handwriting during schooling represents a gradual departure from the standardized form of writing known as the copybook towards the creation of individual handwriting. A study conducted among students of Vinica Elementary School included a sample of seventeen participants, comprising six boys and eleven girls, ranging from fourth to eighth grade. Their handwriting recorded in notebooks from previous years was analyzed, allowing the tracking of changes in graphomotor performance over time. This research considered factors such as gender and age as independent variables, while dependent variables included various aspects of handwriting. Particular attention was given to letter height, the total number of distinctive features, general characteristics of handwriting appearance, alignment with the writing line, connection of graphemes, punctuation writing style, the formation of uppercase initial letters, and text legibility. Additionally, specific graphemes (a, e, o, r, t, ć, š, M, G) and numbers (2, 7, 8, 9) were analyzed, allowing a more detailed assessment of handwriting individuality. The results indicate that the formation of distinctive handwriting features occurs in two critical periods. The first period refers to the learning process of writing, during which certain elements are acquired and retained to a greater or lesser extent later in life. The second period occurs during the transition from class-based teaching to subject-based teaching, which in the observed sample coincides with the sixth grade of elementary school. At this stage, the increased influence of different teachers and heightened academic demands stimulate the development of handwriting individuality. The findings of this study suggest that individual handwriting begins to form more significantly around the sixth grade when the dominant influence of a single teacher ceases, and students are exposed to different teaching styles. However, the limitations of this research include the small sample size and the subjective approach to assessing distinctive features. Future studies should employ a more extensive and longitudinal approach on a more representative sample to more accurately determine the factors influencing the development of individual handwriting.
Ključne riječi
Hrčak ID:
340293
URI
Datum izdavanja:
30.12.2025.
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