The Relationship Between Visual Motor Integration Assessment Tool Scores and Executive Function and Memory in Children Aged 48–66 Months

The preschool period is a critical stage of rapid development in motor and cognitive skills, and this development has significant implications for future academic success. During this period, the relationship between cognitive domains such as visual-motor integration, executive function, and memory may play a decisive role in children's school readiness. However, studies examining the multidimensional relationships between these skills in early childhood are relatively limited. This study aims to explore the relationship between visual-motor integration scores and the levels of executive function and memory in children aged 48-66 months. The study was conducted with children attending public and private preschools in Kırşehir and Yozgat during the 2024-2025 academic year. The data collection process involved the Preschool Visual-Motor Integration Assessment (PVMIA), the Preschool Executive Functions Teacher Form, and a memory game designed by the researchers. The data were analyzed using t-tests, ANOVA, correlation, and regression analyses. The findings showed that the scores of children in the 60-66 month age group were significantly higher than those of other age groups. Furthermore, significant positive relationships were found between visual motor integration and executive function and memory. These results emphasize the need for a holistic approach in developmental assessments.