Handwriting Skills

A Good Sitting Position for #Handwriting

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Learning to sit correctly at a table for handwriting type activities is not just important for developing a physically comfortable and maintainable sitting position; it also allows the arms and hands to move freely and enables the paper to be tilted and positioned correctly, helping to improve the quality of the handwriting.

Learning how to sit correctly, so that it becomes second nature, needs training and takes time. Many children do not sit correctly at a desk, when they are asked to do so, because they have not been taught or do not understand what they are meant to do.

Some children find sitting correctly at a desk difficult because they have not acquired all the gross motor skills needed to sit correctly for long periods of time. These children may require additional posture base and bilateral coordination games and activities to help them build the appropriate gross motor skills.

Why do Children Fidget or Appear Bored When Handwriting?

There are two key elements that can cause a child to fidget or appear bored when handwriting, both relate to being able to sit correctly:

  1. The height of the table and chair
  2. The child’s physical core strength

Table and Chair Height

A poor and uncomfortable sitting position that causes a child to fidget and wriggle about affects their ability to concentrate and pay attention; for example, when listening to a teacher, as well as distracting them from the task and breaking their train of thought. It also puts unnecessary strain on the body, making sitting tasks such as handwriting more tiring.

When a child is sitting on a chair too high for them they may sit swinging their legs, causing the body to rock slightly. They might wrap their legs around the legs of the chair to stop them aching, which is not good for their circulation and can cause them to lean back away from the table top. Some children will sit with their legs underneath their bottom which often causes them to lean too far over the table due to being off balance, once again not good for their circulation or for handwriting and other fine motor skill activities such as eating or drawing.

If a table is too high for a child they will have their arms raised too high, causing tension in the upper arms and shoulders or they may rest their head on the table. Both have a profound effect on a child’s ability to handwrite with fluidity, comfort and for any period of time. Another result of this is a child fidgets as they try to readjust their position to get comfortable, which in turn distracts them from the task at hand. 

For tips and ideas on how to help a child develop a good sitting posture and position for handwriting check out our ‘Sitting’ section on the website: https://www.teachhandwriting.co.uk/handwriting-sitting-position-desk.html

Sitting and Core Strength

We often see children slouched over a desk, laying their head on the table or with their head propped up by their hand and arm, or fidgeting about while they are sitting at the desk writing. This can look as if they are bored and disinterested in what they are doing. However, this is not generally the case.

A poor posture position is not always due to boredom or incorrect chair and table height. For some children it is a lack of body strength or core muscle tone (the large muscle groups that control shoulder stability and the trunk of the body) that work to enable us to sit and stand upright for sustained periods of time.

We expect our children to sit at a desk for long periods of time at school. To be able to maintain a good sitting position for writing over any length of time requires good core strength. Those who lack strong core strength tend to slouch over the desk, lay their head on the desk, hold their head in their hand or pull their chair in so far that they can rest their tummy on the edge of the table to help them keep a more upright position.

This is bad for them, as it puts unnecessary strain on the body, causing neck or backache and discomfort, which in turn make them fidget as they try to get comfortable. All this can distract them from the task in hand and limit their handwriting ability as it reduces their hand and fingers movements to handwrite freely. For more information on developing a child’s core strengths check out the Key Strengths section of our website: https://teachhandwriting.co.uk/handwriting-motor-skills.html

Paper Position & Tilt are Important for Good Handwriting

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The paper position and tilt on the desk, for both right and left-handed writers, can make a big difference to a child’s handwriting experience and comfort and yet it is an element which is often neglected.

The correct paper position and tilt enables your child to handwrite comfortably while being able to see what they are writing. It also allows the non-writing hand to move the paper up the table so that the writing hand elbow can stay in the same position. The aim is to have the paper move up the table, rather than the writing hand moving down and eventually off the table.

With the non-writing hand moving the paper up the table the writing line stays in the same place which means eye movements are less, helping to make the writing experience less tiring and stressful.

If the paper is positioned and tilted correctly, with their writing hand under the writing line, they will also be able to see more easily what they have just written and where to place the next letter, word or section of text on the page. This is especially important for left-handed writers.

The most appropriate paper tilt angle is generally suggested as anywhere between 20 to 45 degrees anti-clockwise for right-handed writers and 30 to 45 degrees clockwise for left-handed writers.

For more tips and advice on developing a good paper position and tilt:

For Parents: https://teachhandwriting.co.uk/paper-position.html

For Teachers: https://teachhandwriting.co.uk/paper-position-for-comfortable-handwriting.html

Half-term Fun – Clothes Peg Games

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These fun activities can be done indoors or outdoors, so whatever the weather throws at us this half-term you have got it covered.

This is a very simple idea which children love because they can take greater ownership of it. The aim of the activity is to help build up hand and finger strength through using the pegs; however, it can have a dual purpose, helping to keep track of the week by using it as a timetable or for learning spellings or maths activities, as well as supporting the development of language skills.

You do not need anything fancy, just some string (for the washing line), clothes pegs and pieces of paper or card to peg onto the washing line. The washing line can be a permanent fixture or you can just pop it up when you need to use it.

The clothes line needs to be at a height suitable for your child to peg things on to (placed against a wall is a safe option so that no-one can walk into it by accident and hurt themselves).

There are a whole range of games that can be played using this simple washing line and pegs concept:

Memory games – Get your child to peg up 5 to 10 different pictures or items on the line. Then give them 1 minute to remember the items. Once the time is up ask them to look away, or close their eyes, and then you remove one or more of the items. Get them to look back at the line. Can they work out what is missing?

  • You could try just moving one or two of the items around. Can they figure out which ones are in the wrong place and put them back in their correct place?
  • Try swapping an item for something new, which your child did not hang up on the line. Can they work out which is the new item on the line?

Odd One Out – Hang pictures on the line that belong together. Can they pick out the odd item on the line and explain why it is the odd one out.

  • They could all be pictures of fruit with a picture of some clothing
  • They could be shapes with straight sides and one with curves
  • They could all be animals but all are wild with only one being domestic

Sorting – Ask your child to sort all the pictures or items from a selection and to hang all the identical things on the washing line. They could all be the same;

  • Colour
  • Shape
  • Type

Pattern Work – Using pictures, different colour and shaped paper or items create different patterns. The patterns can be based on colour, size or type of object. You can create a pattern sequence on the washing line and then ask your child to try and copy the sequence. Can they explain the pattern and create their own for you to copy and explain?

Pairing or What is the Same? – Hang a range of pictures or items on the line, making sure that some of the items can be paired together because they are exactly the same. They could match because;

  • They are exactly the same e.g., a pair of socks
  • Match numbers to a picture with the same number of items on
  • Match capital to lower-case letters
  • Or have items that can be put together because they are both from the same set, for example they are types of fruit or are the same colour.

What is an efficient pencil grip?

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“A pencil hold that provides speed, legibility is comfortable and will not cause harm to the joints of the hand over time. If a hold satisfies these criteria there is no need to change it”

(Benrow 2002, cited: Foundation of Paediatric Practice for the Occupational Therapy Assistant, 2005)

The above publication, and those listed at the end of the articles, explain that there are three efficient pencil grips for handwriting:

1. The Dynamic Tripod Grip is still the most appropriate grip for handwriting (we looked at this last week using our ‘Drawbridge Flip’ method), for those with good fine motor skills, as it allows the fingers to move freely; so, the writer can form the letters more smoothly.

2. The Quadrupod Grip, this grip is a little more restrictive because the fingers cannot move as freely as they would if using the Tripod grip.

3. The Adaptive Tripod Grip, developed by the Belgian Neurologist Callewaert in 1963 (cited, Ann-Sofie Selin 2003) is a functional though not conventional grip for handwriting. This grip is often more appropriate to use with children who have low muscle tone or hyper mobility of the finger joints. It can also benefit older children who continue to hold a pencil too tightly, or who hold the pencil lightly using just their fingertips (often writing using whole arm movements), as well as those children who hold a pencil with their thumb wrapped around and across the pencil and index finger.

Bibliography

Ann-Sofie Selin, 2003: Pencil Grip A Descriptive Model and Four Empirical Studies; Abo Akademi University Press

A Wagenteld, J Kaldenberg (co-editors), 2005: Foundation of Paediatric Practice for the Occupational Therapy Assistant; Pub: Slack Incorporated, ISBN-10:1-55642-629-1

Web-sites:

https://www.ot-mom-learning-activities.com/correct-pencil-grasp.html

https://www.otplan.com/articles/pencil-grasp-patterns.aspx

https://www.pediastaff.com/resources-pencil-grasp-patterns–may-2009

A Poor Hand Position Can Cause a Poor Pencil Grip

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We often talk about the most appropriate grip for handwriting being the tripod grip; but this usually only refers to finger position. It is easy to forget the importance of the actual hand position in relation to the pen and paper for handwriting.

The ideal position is for the hand, wrist and elbow to be below the tip of the pencil and under the writing line for both left and right-handed writers.

Some children will hold the pencil in a tripod grip but develop a hooked hand position or move the elbow too far up the table, causing the forearm and wrist to be nearly horizontal with the table edge, because they feel they can see what they are writing more clearly.

A hooked grip puts unnecessary strain on the hand ligaments and forces the body into a poor sitting position, again putting extra strain on the body. This in turn makes handwriting a tiring and uncomfortable task, impacting on a child’s overall learning experience.

It takes time to correct a poor hand position but it is well worth the perseverance as it will enable a child to write freely and more comfortably.

When writing normally, encourage children to angle the paper appropriately as this will also help to correct a poor hand position. With the correct paper tilt they will always be able to see what they are writing. If the paper is tilted at the correct angle for them, they will find a hooked hand position, or having their forearm further up the table, more difficult and uncomfortable to maintain.

Some children will find writing on a sloped desk helpful. Not all are comfortable writing or drawing on a flat surface and may benefit from the paper being positioned on an angled or sloped board. If you are not sure, instead of buying a specialist board, you could make one. Try using a ring binder or lever arch file stuffed with magazines and newspaper to make a sloped board. Tape the edges to stop the papers falling out or you could cover it in sticky back plastic to give a smoother finish to the board. The advantage of this is that you can make them to any angle of slope. Try a few to see which, if any, your child prefers. You may find that they only need the sloped board for a short while. It may also help to reduce the angle of the slope over time so that they gradually get used to moving from a sloped to horizontal writing plane.

Treasure or Easter Egg Hunts Develop both Handwriting & Language Skills

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The Easter Holidays have started, so here are some fun activities to keep children of all ages entertained whether we have rain or sunshine.

An Easter egg, or treasure, hunt is a great way to teach children directional language. Being able to understand directional and placement (prepositions) vocabulary is important for understanding everyday instructions such as ‘put your cup on the table’; ‘go along the hall and stop at the door in front of you’.

We also use this directional language to explain how to draw patterns and write letters, which is another reason why it is important for young children to be introduced to, and have a good understanding of, this kind of vocabulary.

Through Easter egg, or treasure, hunts you can introduce new directional and placement language in a fun and exciting way. There are a number of different ways to approach this:

  • You can give verbal instructions to the hidden egg/treasure.
  • You could create a map for them to follow and ask them to talk you through the map, supporting them with new language as necessary.
  • You could use a mixture of verbal and map clues.
  • For older children get them to hide the egg/treasure and give you instructions, or draw a map.
  • If you have more than one egg/treasure and they are of different sizes make the larger ones more difficult to find.

The important thing is the language shared. Words and phrases to use are: left, right, straight on, forward, backwards, about turn, turn around, up, down, higher, lower, stop, next to, in front, beside, underneath, on top of, behind, on the left of, on the right of, outside, and inside.

Easter egg, or treasure, hunts are a great whole family activity and you are never too young or too old to join in!

Spring/Easter Drawing Activity Ideas – Supporting Language & Pre-handwriting Pattern Development

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Easter holiday break starts next week!

So, we have put together some quick step by step Easter drawing ideas for you to try, using basic shapes such as circles, rectangles and triangles. It is amazing how, by using these simple shapes, you and your child can create fantastic Spring/Easter: cards, pictures mobiles or bunting: https://teachhandwriting.co.uk/more-activities.html

Drawing pictures is a great way to help your child develop their pre-handwriting strokes and shape forming skills. As well as supporting language development by sharing and using words and phrases as you draw, colour, paint or stick with your child. Here are some suggestions for you: next to, above, underneath, on top of, on the left of, on the right of, different colour names, different shape names and line style such as straight, curved, wiggly, thick, thin, short or long.

Have fun!

Using Different Types of Textured Surfaces and Paper

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To help young children to store pattern and letter shape formations into their motor memory it is important that the tools used provide a resistance rather than one that flows effortlessly over the writing/drawing surface. The greater the resistance the more the body can neurologically acknowledge (feel) the movement and help to send appropriate information to the brain.

Some of the best surfaces/papers and tools for young children to begin learning to draw patterns, shapes and correctly write letters:

  • Chalk on boards, walls or paths
  • Flip chart pens or large felt tips on course paper such as sugar paper
  • Using appropriately sized paint brushes on course paper (such as sand paper) or surfaces
  • Finger painting or finger drawing in sand, paint or cornflour mix
  • Finger tracing and then trying to draw the pattern, shape or letter straight afterwards.
  • Try chalking the shape or letter onto a blackboard and have the child use a damp sponge to wipe it off again (make sure the child starts in the correct place and moves correctly around the shape or letter to the correct finish point).
  • Appropriately sized crayons and pencils on course paper or card (non-shiny side of cereal boxes and corrugated card can be good fun and different to use).

Vertical to Horizontal Surfaces for Handwriting

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Young children, due to the stage of their physical development, draw from the shoulder rather than the elbow and wrist using large arm movements. At this stage they often prefer vertical drawing and painting surfaces as it allows a free range of movements. This is often why young children will write on walls, not because they are being naughty but because it just feels comfortable and so more enjoyable.

Drawing and writing on a vertical surface is important at this stage; as it helps young children develop the wrist strength and flexibility they will need later on to hold a pencil correctly for handwriting.

The jump from a vertical to a horizontal writing surface can seem too great for some children; due to their stage of development. These children may benefit from the paper being positioned on a sloped board.

If you are not sure whether a child needs a sloped board for handwriting, instead of buying a specialist board, you could make one. Try using a ring binder or lever arch file stuffed with magazines and newspaper to make a sloped board. Tape the edges to stop the papers falling out; you could cover it in sticky back plastic to give a smoother finish to the board. The advantage of this is that you can make them to any angle of slope. Try a few to see which, if any, the child prefers.

A homemade sloped board is just as effective as a bought one. Often a child only requires one for a short amount of time and quickly moves to writing on a horizontal surface. For a few children a sloped surface may be required for a few years, or indefinitely, in which case a purpose bought sloped writing board is a sounder investment.

The Right Handwriting Tool for the Job!

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As with learning any new skill the right tool at the right time can make a real difference to the whole learning experience as well as the outcome. Learning to handwrite is no different.

Young children, due to their gross and fine motor skills ability, require chunky shafted tools so that they can grip them effectively. This means they have a greater control over the tool and can achieve a more satisfactory outcome. If they are using a tool that is too thin, they will find gripping it difficult and have to keep changing their grip. They will have less control of the tool making the experience disappointing at best and off-putting at worst.

As children begin a more formal approach to learning to form their letters correctly then appropriately sized and lead grade pencils are the best tool for the job. Pencils come in all widths, lengths and shapes. The key is to find the style of pencil which best suits the child and their stage of pencil grip development. Remember one size doesn’t fit all!

When a child has learnt to join their letters and has a good and consistent letter size, places all their letters on the writing line correctly and in relation to each other, then it maybe they are ready to be moved to pen. It is important before moving a child to pen that they are writing with speed (appropriate for their age) and fluidity (comfortable writing all the letters of the alphabet lower and upper case correctly). A child whose handwriting is slow and laboured may need additional support and time before being moved on to pen.