Writing between Graphic Spaces and Lived Spaces—Coordinative and Deficit Aspects in the Dysgraphic Child: Praxeological Suggestions

This study is aimed at providing a reflection on the meanings of the child’s body in developmental age in the spaces that coexist in his learning environment, which translate into the ability of the same to coordinate his own motor action in codified spaces, which are spaces vital or the space outlined on the sheet of a notebook. Gross motor and fine coordination form the basis of a long and sophisticated learning process of skills such as writing, an activity that is preparatory for the duration of the entire learning process from a long-life-learning perspective. Writing is primarily a motor action, which is completed and coordinated thanks to the motor prediction of purposeful movements, but also implies the production of associations of graphemes that have a conventionally shared meaning. If these graph-motor skills are not acquired according to the age of development, this could give rise to a possible diagnosis of dysgraphia which results in the obvious difficulties of creating a writing that is legible and harmonious. This disorder could be traced back to the inability to fully and simultaneously dispose of the visual-perceptive, exploratory and spatial coordination faculties both of the whole body and of the individual structures of the eye, hand and upper limb that cooperate the visual-kinetic functions of the graphic act.