There is no standardized font style or teaching route stipulated in the National Curriculums for schools in the UK, only that it needs to be a consistent approach throughout the school. So it is really important that you know which font and teaching route your child’s school is using.
There are a 4 teaching routes a school can choose from when teaching lower-case letters:
- Print, then Cursive; finally introduce Continuous Cursive to join the cursive letters.
- Print, then Continuous Cursive.
- Cursive and then Continuous Cursive to join the cursive letters.
- Continuous Cursive.
All the above are good teaching routes, the only difference is how many font styles a child has to learn and how long it takes before they learn how to join their letters.
The Difference between Print, Cursive and Continuous Cursive Handwriting Fonts
- The letters have different start points.
- There are a number of different letter finish points.
Cursive or Continuous Cursive?
Be aware, some schools will say they are teaching Cursive when in fact they are teaching Continuous Cursive.
They are in fact 2 different handwriting fonts.
- The letters start at different points (the same as print).
- The finishing points for all the letters is the writing line; except for, o, r, v and w, which have a top exit stroke.
- The single letter formations are taught with just the exit strokes.
- The starting point for all the letters is the same; on the writing line.
- The finishing points for all the letters is also at the writing line; except for, o, r, v and w, which have a top exit stroke.
- The single letter formations are taught with the entry and exit strokes, this makes the transition from single letter formation to joined handwriting very straightforward and allows it to occur sooner.
Check out our Letter Formation section of the website for more information, free animations and worksheets: http://bit.ly/2F9P7cI
Cooking is a great fun way to practise getting both hands to work together. This helps to develop coordination, hand and finger strength and dexterity skills; all skills required for handwriting. However, it is amazing how much talk can come from this as well, not just at the time with you, but when they share the day’s experience with others later on (developing their phonological awareness).
An added benefit at this time of year is that you can do ‘Pick Your Own’. Getting out and about and encouraging your child to pick their own fruit is not only great fun but another sneaky way of working on their hand and finger strength.
There are so many recipes, especially online, for making quick easy great tasting food.
So, if the sun is shining, or it is just not raining, get out there find your local ‘Pick Your Own’ and get cooking!
We are half way through the summer holidays, six weeks may have seemed like a long time but it is amazing how quickly it is passing.
The last thing you and your child probably want to think about right now is handwriting and getting ready for next term; and quite right too!
So, don’t think about it in the conventional way of practise, practise and practise.
Think more play, play and play!!!
Children learn so much through just playing; developing physical and mental strengths and skills, which all support them at school and with learning. Once introduced to a new game or activity children will very often take it and make it their own, making new rules and introducing extra characters or challenges.
The skill as a parent is remembering to let go of your preconceived ideas about how a game should be played and letting your child take the initiative.
If you provide the opportunities it is amazing how they will take on the challenge of inventing a new game or (in their eyes) improving an existing one.
This does not have to cost a penny; use the toys they already have or make games using empty plastic bottles or cardboard tubes.
The following types of play can support and develop the key strengths and skills your child needs for handwriting and you have not had to mention school or homework.
- The local play park is a fantastic free resource; running, jumping, crawling and climbing can all be encouraged. If your child is a little reluctant then it may well be that they are unsure how to do some of these activities. Explain when jumping that they needed to land on their feet and bend their knees as they land. Start small and as their confidence grows so does the height or distance they jump. Climbing can be scary for some children so again explain how to climb, moving one hand or foot at a time so that there are always three other points of contact.
- If you are lucky enough to have a garden then mud play is messy but so much fun, it can be contained in a small area and will not only make you a cool adult but, if you join in, it will knock years off you (have a go, it is a great free therapy session).
- Skittle games are always fun, extend the activity by decorating the skittles (plastic bottles or cardboard tubes) using anything from crayons, paint or even dress them up as people or animals.
Well, true to form, the Summer Holiday weather is a mixed bag, sunny one minute then pouring with rain the next!
So, here are a couple of ideas to help your child burn off some of that pent-up energy. Best of all you can class it as handwriting homework (working on gross and fine motor skills).
An indoor/outdoor circuit training course does not have to take up much space or be messy (but it might be a good idea if indoors to move ornaments a little further out of the way).
Simple activities can be fun if they are done for short periods of time and children do love a time challenge. Make each activity last anything from 30 seconds to 1 minute.
You could record how many they did in the time and see if they have improved when you try it again.
Why not try:
- Hopping on one leg and then the other (balance & coordination)
- Use the bottom step of the stairs for step ups (bi-lateral coordination)
- Curl ups (Core strength -see our games page)
- With a cushion balanced on their head can they touch their toes without dropping the cushion (balance, coordination, bi-lateral coordination and core strength)
- Star Jumps (balance & coordination)
For more fun, simple activity ideas check out our games pages, it is amazing how much fun you can have just hopping, jumping, skipping and dancing on the spot: http://bit.ly/2FhFkR7
If you are feeling really brave why not try building an obstacle course, a lot of the fun is in the designing and making.
Let go and have fun!!!
Last week we discussed the five types of play necessary to support your children’s physical, intellectual, social and emotional growth and well-being. Here we explain the five common stages of play so that you can better understand your child’s play development and how best to support them through play.
The Five Common Stages of Play:
- Watching – A child watches what others are doing but does not join in, they are purely an onlooker.
- Solitary Play – They play on their own without regard, or need for others, and enjoy independent activities that do not require others to participate.
- Parallel Play– This is when they play near others but do not interact with them, even if they are using the same play materials.
- Associative Play – When children play in small groups with no defined rules or assigned roles.
- Co-operative Play – Is when children work together in building projects, or pretend play, assigning roles for each member of the group.
Children are all so different and because of this the length of time they spend at each stage varies greatly; but they all find their way in time.
You are your child’s first, and most important, playmate. They just love it when you are silly and play games with them; become a pilot, rally car diver or fairy princess for 10 minutes. Can’t remember how? Then let your child show you!