ПИСАНКАРСТВО ЯК МЕТОД РОЗВИТКУ НАВИЧОК ПИСЬМА ТА МОВЛЕННЯ В ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ

Abstract

The article examines psychophysiological mechanisms of formation of writing skills and possible methods of their formation and/or correction by means of penmanship in children of primary school age. A description of the penmanship technique is also presented from the standpoint of the formation of non-speech prerequisites for mastering written speech, a theoretical justification of penmanship as one of the methods of correction of some types of dysgraphia is provided. Writing on an egg can also be one of the methods of preventing dysgraphia, as it allows you to develop cognitive abilities to an optimal level, differentiate perception (perceptual maturation), improve arbitrariness and concentration of attention, highlight essential features of objects and phenomena, establish cause-and-effect relationships between them (analytical thinking), the ability to understand and use symbols, to develop fine motility of hands and visual-motor coordination, successive functions, to promote the emotional-volitional and motivational maturity of schoolchildren of this category becomes obvious when familiarizing with the technique of performing Easter eggs. The article also examines the psychophysiological mechanisms that are common to the process of writing and writing pysanka, and also characterizes the difference between pysanka and classical classes in fine arts. The symbolism of writing on an egg is a kind of pictorial alphabet in the form of symbolic signs and images, which has its own rhythm and symmetry, transposition is the ability to transfer certain spatial configurations to sets. Working on Easter eggs also contributes to the development of the function of visual control, forms intra-analyzer connections of the visual analyzer, grapho-motor skills, and also transforms optical images of letters (graphemes) into corresponding graphic drawings (kinemas) using hand movements.