Fingerprinting as an element of graphics for prewriting in initial 2 La dactilopintura como elemento del grafismo para la preescritura en inicial 2

Abstract

This scientific article addresses the integration of fingerprint painting as an element of graphics for pre-writing in boys and girls at the initial level 2. A mixed methodological approach was used, combining quantitative and qualitative elements that sought to measure and quantify phenomena through the analysis of data, while the qualitative nature of the facts and phenomena studied was also explored, taking advantage of both paradigms, achieving a more complete and holistic understanding of the problem at a descriptive level. The results indicate a unanimous consensus among educators on the relevance of fingerprinting in prewriting development. The techniques used, such as Tinting and Flat Color, demonstrate adaptability and creativity in the classroom. Close observation of children reveals noticeable gains in key fine motor skills, such as finger grasping and pencil grip precision. Diversified activities, including looping strokes and coordination games, contributed to a balanced development of graphics. The conclusions drawn from the surveys and observation underscore its relevance in strengthening fine motor skills and creating a solid foundation for future writing.