Graphomotor performance is one of the pre-skills of writing that constitutes early literacy and includes the fine motor control required for writing (No and Choi, 2021). Mather, Wendling and Roberts (2009, as cited in Kuvač Kraljević and Lenček, 2012) state that copying patterns or templates is a good indicator of children's graphomotor performance, and thus readiness for writing. By copying, the child practices spatial placement on paper, drawing lines of different types and shapes and sizes (Kuvač Kraljević and Lenček, 2012). Foreign research (Marr et al., 2001; Vlachos et al., 2014), as well as domestic research (Lenček and Užarević, 2016; Ćužić et al., 2021), showed differences in graphomotor performance with regard to age, and what is more important for the detection of deviations and disorders, especially the risk for dyslexia and dysgraphia. The aim of this research is to compare the graphomotor performance of copying in children of different preschool ages as pre-writing skills and early recognition of possible difficulties, especially in children at risk for difficulties or disorders. The sample of participants consists of 90 preschoolers aged three, four and five, divided into equal groups and uniform by gender and length of kindergarten attendance. The material in this research is the copying task taken from the Early Literacy Test (RaPiS), which is being prepared, and whose authors are Mirjana Lenček and Jelena Kuvač Kraljević. The test is intended to assess early literacy abilities and skills in children aged 3;00 to 5;11. The obtained results indicate that all three age groups of preschoolers are generally the most successful on the criteria of execution and spatial placement. Although preschool children generally complete the task, they differ in the quality of the completed task. Statistically significant differences with regard to age groups were found on the criteria of spatial placement, performance and closedness, and also on the overall result achieved on the copying task. These results suggest that changes in graphomotor skills occur between the third and fourth, as well as between the fourth and fifth year of a child's life which is in line with expectations. Older children perform given shapes with better quality, place them spatially and close them more accurately, and are particularly advanced in the most complex shapes. Qualitative analysis showed that three-year-olds are the most successful at copying a horizontal line and circle. In general, children are more successful in copying open than closed shapes. Also, it is a very important fact that children of all the examined age groups achieve the worst results on the closedness criterion, which suggests that more work should be done on this criterion as part of preschool education.