| Sumario: | The present research paper aims to analyze an educational intervention intended to improve emerging writing skills and print awareness among preschoolers focusing particularly on their first steps in scribbling and drawing. As part of this study, the intervention was designed and conducted using a rigorous methodology including pre- and post-tests and a series of rubrics and standardized subtests of the Preschool Word and Print Awareness (PWPA) assessment. The results demonstrate that there were statistically significant improvements in the examined children's emerging writing skills. These improvements manifested themselves as large effect sizes for the criteria of the intervention's effectiveness. Emerging writing skills assessed within this study included (1) control of the child's ability to manipulate the tools he or she uses to make marks (improvement in fine motor control), (2) representation (ability to represent something in one's work and demonstrate what he or she means when drawing a picture or doing some other activity), and (3) use of language, communication of ideas, engagement and creativity. In addition, considerable improvements were noted with regard to print awareness. Children became more proficient in handling books, recognizing print concepts (such as letters or words), and following proper directions while working with printed materials. In conclusion, it should be noted that this study sheds additional light on the importance of developing children's writing skills at an early age using activities associated with scribbling and drawing.
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