[ Psychomotricité et trouble de l’écriture ]
Volume 49, Issue 1, June 2020, Pages 39–52
Abdeslam Oubenaïssa1 and Khalid Rizk2
1 Laboratoire: Littérature, Langage, Arts et Ingénierie Pédagogique FLSH, Université Ibn Tofaïl, Kenitra, Morocco
2 Laboratoire: Littérature, Langage, Arts et Ingénierie Pédagogique FLSH, Université Ibn Tofaïl, Kenitra, Morocco
Original language: French
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Dysgraphia is often treated as a minor problem. Nevertheless, special attention to these children suffering from writing disorders helps to highlight their psychological suffering in the face of these difficulties which they consider insurmountable; this has an impact on their school results. If these young children were taken into care from pre-school onwards to teach them the right gestures to adopt and to sit and move and to hold the writing tool, it is indisputable that this work on psychomotricity will teach them the right gestures and posture to write well, and thus be fulfilled in their schooling and working life.Based on the analysis of about ten articles dealing with psychomotricity and writing disorders, and by questioning some Moroccan primary school teachers about the cases of dysgraphia observed in their classes, we came to the result that most of these dysgraphia students have not followed pre-school education at all, or that this education did not give any credit to the importance of psychomotricity in the mastery of the graphomotor gesture in the student. Hence the urgency of thinking about a Moroccan education policy that would make psychomotor skills in preschool education a springboard for children's growth and development.
Author Keywords: Psychomotricity, dysgraphia, disorders, posture, development, rehabilitation, educational policy.
Volume 49, Issue 1, June 2020, Pages 39–52
Abdeslam Oubenaïssa1 and Khalid Rizk2
1 Laboratoire: Littérature, Langage, Arts et Ingénierie Pédagogique FLSH, Université Ibn Tofaïl, Kenitra, Morocco
2 Laboratoire: Littérature, Langage, Arts et Ingénierie Pédagogique FLSH, Université Ibn Tofaïl, Kenitra, Morocco
Original language: French
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Dysgraphia is often treated as a minor problem. Nevertheless, special attention to these children suffering from writing disorders helps to highlight their psychological suffering in the face of these difficulties which they consider insurmountable; this has an impact on their school results. If these young children were taken into care from pre-school onwards to teach them the right gestures to adopt and to sit and move and to hold the writing tool, it is indisputable that this work on psychomotricity will teach them the right gestures and posture to write well, and thus be fulfilled in their schooling and working life.Based on the analysis of about ten articles dealing with psychomotricity and writing disorders, and by questioning some Moroccan primary school teachers about the cases of dysgraphia observed in their classes, we came to the result that most of these dysgraphia students have not followed pre-school education at all, or that this education did not give any credit to the importance of psychomotricity in the mastery of the graphomotor gesture in the student. Hence the urgency of thinking about a Moroccan education policy that would make psychomotor skills in preschool education a springboard for children's growth and development.
Author Keywords: Psychomotricity, dysgraphia, disorders, posture, development, rehabilitation, educational policy.
Abstract: (french)
La dysgraphie est souvent traitée comme un problème mineur. Néanmoins, une attention particulière à ces enfants souffrant de trouble de l’écriture permet de mettre en lumière leur souffrance psychologique face à ces difficultés qu’ils jugent insurmontables; ce qui influe sur leurs résultats scolaires. Or si l’on prenait en charge ces jeunes enfants dès le préscolaire pour leur apprendre les bons gestes à adopter et pour s’asseoir et pour bouger et pour tenir l’outil scripteur, il est incontestable que ce travail sur la psychomotricité leur apprendra les bons gestes et la bonne posture pour bien écrire, et donc être épanouis dans leur scolarité et dans leur vie professionnelle.En nous appuyant sur l’analyse d’une dizaine d’articles traitant de la psychomotricité et des troubles de l’écriture, et en interrogeant quelques enseignants marocains de l’enseignement du primaire sur les cas de dysgraphie observés dans leurs classes, nous sommes parvenus au résultat que la plupart de ces élèves dysgraphiques n’ont pas du tout suivi d’enseignement préscolaire, ou que cet enseignement n’accordait pas de crédit à l’importance de la psychomotricité dans la maitrise du geste graphomoteur chez l’élève. D’où l’urgence de penser à une politique éducative marocaine qui ferait de la psychomotricité au préscolaire un tremplin pour l’épanouissement et le développement des enfants.
Author Keywords: Psychomotricité, dysgraphie, troubles, posture, épanouissement, rééducation, politique éducative.
How to Cite this Article
Abdeslam Oubenaïssa and Khalid Rizk, “Psychomotricity and Writing Disorder,” International Journal of Innovation and Scientific Research, vol. 49, no. 1, pp. 39–52, June 2020.
