Emergent number writing in preschoolers: Association with emergent letter writing and visual-motor integration across task contexts.

The relationship between the ability to master emergent writing systems (numbers and letters) is debated, with the role of visuo-motor integration often overlooked. The present study investigates the relationships between emergent number writing, emergent letter writing, and visual-motor integration (VMI) skills in preschool children. A total of 151 Italian preschoolers, aged 3 to 5, were assessed on contextualised and decontextualised emergent number writing tasks, an emergent letter writing task, and a short-form Beery VMI test. Partial correlations, controlling for age and gender, revealed positive associations among emergent number writing, letter writing, and VMI, with stronger correlations observed in the decontextualized condition. Hierarchical regression analyses indicated that emergent letter writing significantly predicted performance in both types of number writing tasks. VMI demonstrated a substantial contribution exclusively in the decontextualized task, thereby underscoring the significance of graphomotor control in circumstances necessitating symbolic autonomy. The findings of this study suggest that letter writing and visuomotor skills are complementary components in the development of numerical notation, thereby supporting the view that emergent literacy is multicomponential. The implications for early childhood education are significant and include integrating activities that foster both symbolic writing and fine motor skills. The purpose of this integration is to strengthen children's emergent numeracy and literacy development.