Learning to handwrite does not start with pen and paper but through play, as children explore shape and motion (how the body moves) through their senses – touch, sight and body awareness. Play is such an important element of your child’s physical, emotional, social and academic development.
Young children learn many of the directional pushes, pulls and changes in direction, required for handwriting, on a much larger scale, long before they pick up a pencil, through playing with cars or pretending to cook. These movements become the drawings/scribbles which young children form once they start mark-making, initially as big uncontrolled movements then becoming more controlled and smaller as their gross and fine motor skills develop.
It is through play that you can really engage your child in learning how to correctly form pre-handwriting patterns and letters (the start points, orientation, directional movements and finish points).
Young children love seeing their name so it is a great way to introduce letter formation; here are some other fun ideas:
This activity can be done indoors on large sheets of paper or using chalk on a path or patio (the beach is also a great place to do this). Write your child’s name very big and make a mark on each letter that represents a start point (an arrow showing the direction of travel can also help). Remember to use a capital letter for the first letter of their name and we would suggest lower case letters for the remaining letters. Use the letters as a track for racing cars or toys. If you make the letters big enough your child could walk, hop, jump or skip around the letters. To help them remember the letters, once they have finished a letter, encourage them to say that letter‘s alphabet name (NOT a sound the letter can make).
Collect stones, twigs, leaves, etc… Use them to make the letters of your child’s name. They may only make one or two of the letters, before making a hedgehog house, nest or den for their toys becomes more interesting, but this does not matter, it is all part of the adventure.
Feely bag games are a fun way to explore shape and form. Try placing the letters of your child’s name into a bag or box they cannot see into. It is useful to talk through the letter shapes beforehand so they can see them as they move them about in their hands; then place them in the bag. Ask them to put their hands in (both hands, if possible, but if not, then use the dominant hand) the bag, picks up a letter, feels it, identifies it and pulls it out to check only AFTER identifying it. If correct, they get to “keep” it, if wrong, you get to “keep” it. The winner is the one with the most letters at the end. For some children it can help to have another set of the letters outside the bag to help them identify the shape they are handling in the bag. Again, encourage them to use the alphabet name of the letter.
Play-dough, clay and Plasticine activities are great for developing hand strength for handwriting and learning how to form letter shapes.
Your child will love these sort of activities as they see it as just playing and they get your undivided attention. You will enjoy it as you are sharing quality time with your child helping them to develop more than just their letter formation ability but also their communication and social skills. Learning through play is a powerful way of supporting your child’s development. So have fun and play!
Why do we use pencils when we start to teach handwriting?
Modern classrooms use a range of technology, such as interactive white boards, so why are our children still using pencils when learning how to handwrite?
Pencils are a great first tool for learning to handwrite!
They come in different widths and lengths (to cater for the different gross and fine motor skills of the children).
Have different lead thickness and grades (soft to hard) of lead.
Provide varying degrees of resistance (depending on lead grade) which slows down the letter formation process enough for young children to have the control required to start to form their letters correctly. The greater the resistance the more the body can neurologically acknowledge (feel) the movement and help to send appropriate information to the brain.
As a child develops their handwriting skills to a more fluid handwriting style the pencil type can be easily changed.
Cheap and easily accessible.
A drawing medium which young children are already comfortable using.
Often a one size fits all approach to the pencil type, rather than tailoring to a child’s needs.
Difficulty in maintaining a good writing point, results in the child needing to use different levels of pressure, making handwriting hard work.
Over use of rubbing out mistakes (wastes time and develops a culture where making a mistake is seen as a failure). Making mistakes is how we learn; it is not failing!
Pencils are practical in school:
With pencil, children find it more difficult to write on one another and their clothes.
You do not have a whole class of children clicking pens (Velcro is bad enough).
Pen lids are not constantly lost or being swallowed.
Pencils seem less of a problem when stuck in ears or up the nose.
They are cheap.
Pencils do not explode, leaving a mess all over the room and any child that happened to be in the room at the time.
Time not wasted by trying to suck the ink up out of the pen.
Handwriting is a complicated skill to learn and having the right tools for the job always helps. It is worth spending a little time with children using a range of pencil styles and lead grades to find ones that they find comfortable to use for handwriting. These will be different from those they use for drawing. As their handwriting skills develop so the type and grade of pencil they begin to favour will change.
Hand Swapping is a normal developmental stage in infants and young children and therefore, at this stage, not a sign that a child is uncertain of their dominant hand. However, this is not ideal for a child who has started school.
Hand swapping throughout a task is not necessarily a sign that a child is uncertain of their dominant hand.
There are two routes to tackling the hand swapping issue, the one to use depends on your answers to the following questions.
1. Does the child usually start with the one hand and then swap when that hand gets tired?
You can usually tell if this is the case because they may shake out or rub the tired hand and once it is rested go back to using it again. This is probably because their fine motor skills are weak. Through focused games and activities (https://teachhandwriting.co.uk/handwriting-muscles.html#hand ), the muscle strength and dexterity can be gradually built up in the dominant hand, which in turn will build their stamina so that the hand swapping will reduce until they stop it altogether.
Once you are sure of dominance gently discourage swapping hands by taking a break from the activity and coming back to it a couple of minutes later using the preferred hand.
2. Does the child use their left hand if items are presented on their left-hand side and their right hand if they are presented on the right-hand side?
In toddlers and young children this is expected. In older children however it could mean that they have developed a delay in their skill to cross the mid-line point. This developmental bilateral coordination skill is vital to develop and can be addresses through a range of simple games and activities (https://teachhandwriting.co.uk/handwriting-muscles.html#bilat ).
Here at Teach Children we believe that a child is only ready to start learning to join their handwriting when:
They have learnt to form all 26 lower-case letters correctly
Letters are of a consistent and suitable size (not necessarily the perfect size, remember big is beautiful)
Letters are positioned appropriately on the writing line as well as in relation to one another.
Children generally begin to join letters between the ages of 6 to 7 years old, depending on the handwriting font style being taught. Those taught a continuous cursive font style from the beginning tend to join much earlier due to the nature of this font (for some by the end of their Reception Year).
Children do not need to be able to remember how to correctly form all their capital letters before they are taught how to join their letters. This is because capital letters never join to the lower-case letters in a word. However, for these children correct capital letter formation needs to be taught alongside the introduction of letter joins.
The ultimate aim is for a child to develop a good handwriting style; which means;
They can produce and maintain a good speed
Have a fluid hand movement that is comfortable
Letters are of a consistent and appropriate size, positioned correctly
Handwriting is legible (so others can read it easily).
For some children (mainly SEND pupils) this may mean that they will always print or use a single letter form of writing as learning to join is just not appropriate. But that does not mean they will not comply with the bullet points above.
There are three distinct stages for children to progress through to develop a good handwriting style:
Stage 1 – Pre-handwriting Patterns
Pre-handwriting patterns support a child towards handwriting success. They help the them to learn the shapes and directional pushes and pulls required to form letters. All letters are a combination of these shapes and lines.
Stage 2 – Single Letter Formation
For children to develop a good handwriting style it is important to learn how to form the letters correctly.
Beginning with lower-case letters and only the capital letters for the first letter in a child’s name, examples: Peter Rabbit, Sally Green, George Blue or Mary Shell.
Learning the correct lower-case letter formation also makes the transition from single letter formation to joined letter handwriting much easier.
Stage 3 – Joined Handwriting
Learning to join letters for handwriting enables children to develop a speedy, fluid and legible handwriting style.