STIMULASI PRA-MENULIS MELALUI KEGIATAN MENEBALKAN GARIS PADA ANAK USIA 4-5 TAHUN

Abstract

Pre-writing skills are one of the essential aspects that need to be developed in early childhood as a foundation for preparing children for beginning writing. One form of stimulation that can be provided is line tracing (tracing), which plays an important role in developing fine motor skills, hand–eye coordination, and children's readiness to use writing tools. This study aims to describe the concept of pre-writing stimulation through line tracing activities for children aged 4–5 years, including the implementation stages, the teacher's role, the benefits of the activity, and its impact on children's writing readiness. This study employed a library research method with a descriptive qualitative approach. The data were collected from secondary sources, including scientific journal articles, books, conference proceedings, and relevant documents related to fine motor development, pre-writing skills, and line tracing activities in early childhood education. The data were analyzed using content analysis through the processes of data collection, classification, analysis, and synthesis of findings from previous studies. The results of the review indicate that line tracing activities are an effective form of pre-writing stimulation for improving hand–eye coordination, fine motor strength, pencil control, concentration, accuracy, and children's readiness for writing. The successful implementation of these activities is influenced by systematic instructional stages, the use of appropriate learning media, and the active role of teachers as facilitators, motivators, mentors, and evaluators. Therefore, line tracing activities can be considered an effective learning strategy for developing pre-writing skills and preparing children aged 4–5 years for beginning writing.