RESUMO
This paper investigates the advantage of using the kinematic theory of rapid human movements as a complementary approach to those based on classical dynamical features to characterize and analyze kindergarten children's ability to engage in graphomotor activities as a preparation for handwriting learning. This study analyzes nine different movements taken from 48 children evenly distributed among three different school grades corresponding to pupils aged 3, 4, and 5 years. On the one hand, our results show that the ability to perform graphomotor activities depends on kindergarten grades. More importantly, this study shows which performance criteria, from sophisticated neuromotor modeling as well as more classical kinematic parameters, can differentiate children of different school grades. These criteria provide a valuable tool for studying children's graphomotor control learning strategies. On the other hand, from a practical point of view, it is observed that school grades do not clearly reflect pupils' graphomotor performances. This calls for a large-scale investigation, using a more efficient experimental design based on the various observations made throughout this study regarding the choice of the graphic shapes, the number of repetitions and the features to analyze.