<p>Developing motor skills in early childhood is critical for academic readiness and long-term functional competence. Grounded in Schema Theory and motivational frameworks such as the OPTIMAL theory of motor learning and Self-Determination Theory, this study examined the effects of positive augmented feedback on the acquisition, consolidation, and retention of graphomotor skills in preschool children, aiming to inform instructional strategies that support early motor development. Sixty typically developing preschoolers were randomly assigned to either an intervention group, which received block-level positive feedback (excluding the first two practice blocks), or a control group, which received no feedback. Children practiced producing a novel letter-like form by connecting dots on a touchscreen, and their performance was assessed in terms of speed and accuracy immediately post-training, after 24&#xa0;h, and at a 4–5 week retention interval. The intervention group exhibited significantly greater improvements in both speed and accuracy across all time points. Multiple linear regression analyses revealed that both initial performance and group assignment significantly predicted learning outcomes, with feedback contributing more strongly to performance gains than baseline ability. These findings underscore the role of positive feedback in enhancing motor learning during early childhood and support its integration into educational programs to improve skill acquisition and long-term retention.</p>