Sägesser, Judith; Schwery, Joséphine; Eckhart, Michael; Maurer, Michelle (2026). Psychomotor approaches to graphomotor skill development in the classroom. European Psychomotricity Journal, pp. 107-116.

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Swiss psychomotor therapy is closely integrated into the national education system and plays a key role in promoting graphomotor development - an important foundation for writing and reading acquisition. This article presents two complementary tools: GRAFOS-2, a diagnostic tool for assessing the graphomotor skills of children aged 4 to 9, and guidelines for successful collaboration between psychomotor therapists and teachers. Both tools are based on a psychomotor approach that combines standardised assessments, qualitative observations, and practical strategies for inclusive education. They foster interdisciplinary collaboration between teachers and psychomotor therapists and promote developmentally appropriate, individualized support for children with and without graphomotor difficulties in the context of inclusive education. GRAFOS-2 is currently being adapted and standardised for Italian- and French-speaking regions, which underlines the international relevance of a psychomotor perspective on handwriting acquisition.

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