Development of fine motor skills, especially
drawing and handwriting, plays a crucial role in school performance
and, more generally, in autonomy of everyday life.
In recent years, the analysis of writing movements that allows
to characterize the handwriting process itself, has been
directly performed through digital tablets, by measuring parameters
extracted from the basic elements of writing, such as
components and strokes.
In order to evaluate the handwriting performance in two
groups of twenty children each, in which two different teaching
methods were used, we examined drawing and handwriting
responses by a digital tablet. The dynamic aspects of written
traces were studied in five different drawing and writing tasks:
a doodle, three graphomotor sequences and a cursive sentence.
Results show differences both in each class across the development
and between the two methods
