Learning

Why it is Important to Teach Correct Letter Formation!

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It can often be assumed children will pick up how to write letters if they see them often enough (by osmosis). This is just not the case.  Correct letter formation has to be taught. Seeing a completed letter or word or watching it being typed up and appear on a screen does not show children how to form the letters.

For children to develop a good handwriting style it is important to learn how to form letters correctly to begin with as this makes the transition from single letter formation to joined letter handwriting much easier. This enables them to develop a speedy, fluid and legible handwriting style.

Letters are created through joining lines and curve shapes in a particular way. They have a designated start point and set directional pushes and pulls of the pencil to reach the designated finish point. This is why at Teach Handwriting we teach letter formation in groups/families rather than in alphabetical order. Certain groups use the same, or similar, shape and directional push and pulls of the pencil to form the letter, for instance the letter c has the same start point and anti-clockwise directional movement shape that is needed to create the letters a, d, g, o and, though a little more complicated, the letters s and e. Teaching letters in groups and families can also help to limit letter reversals such as b and d.

Due to how handwriting has or hasn’t been taught over the generations we all have our own way of handwriting. When supporting and teaching young children we need to develop a consistent approach so that they do not get confused or frustrated by adults giving them conflicting information.

For parents this means finding out from your child’s school which letter font they are teaching so that you can support them more effectively at home. This may mean that you have to learn a new way of writing some letters. This also applies to teachers and teaching assistants. As the adults in the situation, we have to accept that it is for us to make the changes. Just because something is different from the way we were taught, or do it, doesn’t mean it is wrong, it is just different! 

Our free letter animations are not just to support children with their learning but also to provide parents and teachers (all adults really) with the knowledge and support to help children develop a consistent handwriting style.

Parent animation link: https://teachhandwriting.co.uk/parents.html

Teacher animation link – click through on the Key Stage you are teaching: https://teachhandwriting.co.uk/teach-handwriting-teachers.html

To Play is to Learn!

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Play is often thought of as a frivolous pastime rather than a practical and meaningful one. However, here at Teach Children Ltd we see play as a vital part of a child’s physical, emotional, social and intellectual growth and well-being.

There has been considerable research over the years on play, which supports our point of view, with the consensus being that children need to experience five different types of play (Dr.D Whitebread, 2012). These five types of play are roughly based on the developmental opportunities they provide, especially if it is child driven rather than adult lead.

In our update parent section of the Teach Handwriting website we have a new ‘Learning Through Play’ section. Here you will find games and activities ideas to suit all ages.

If you click on the ‘Games’ button or follow the link (https://teachhandwriting.co.uk/games.html) you will find games split into the five types of play, which will help you encourage your child to experience them all.

This wide range of play opportunities will also support your child in developing their gross and fine motor, communication and turn taking skills.

                                                             So, to play is to learn!

Bibliography

Dr.D. Whitebread, April 2012: ‘The Importance of Play’; Commissioned for the Toy Industries of Europe:  http://www.importanceofplay.eu/IMG/pdf/dr_david_whitebread_-_the_importance_of_play.pdf                            

When to Introduce Joined Handwriting

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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.

The Importance of Using Letter Names for Developing Handwriting, Phonics and Reading Skills

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https://www.teachphonics.co.uk/phonics-graphemes.html

Here at Teach Children we have always promoted the importance and power of teaching the correct letter names to begin with; through our Teach Handwriting website, Schemes and Teach Phonics website. Unfortunately, some schools, teacher and parents still seem to be concerned that this is not consistent with the teaching of phonics, which is just not correct.

A myth which became popular, in the early years of introducing synthetic phonics into schools, is that children should not be taught the alphabet letter names as they find it too confusing. However, in recent years this has started to change as phonics schemes have adjusted some of their approaches to teaching phonics to include the use of letter names.

Learning the unique letter names of the alphabet is a pre-phonics skill; as well as an early learning goal. It has to be remembered that a letter is a shape which only represents a sound when it is placed within a word or sentence (has a context). Also, a letter or combination of letters can represent more than one sound and so the only unique way of identifying alphabet letters when we talk about them is to use their names.

It is important to remember that just because a child can correctly recite the ‘Alphabet’ song it does not mean they know the letters of the alphabet. It is surprising how many children can do this but when shown letters from the alphabet cannot name them at all. They may be able to tell you the sound the letter makes but have no idea of the letters name.

Learning the correct letter names helps to reinforce that when talking about the letter ‘a’ (ay) for example it has a set shape regardless of the sound that it will be representing in the word. This further supports children’s handwriting development as the communication of your requirements is unambiguous.

Teaching the correct letter names is important when supporting handwriting as this can in turn affect a child’s phonics understanding later on. For example, it can seem very easy when explaining to a child which letter to write when they ask which one is making a ‘kuh’ sound in a word such as cat to say a ‘curly kuh’. There is no such letter in the alphabet called ‘curly kuh’ it is the letter ‘c’ (cee). By adding the ‘kuh’ sound to the letter it reinforces incorrect phonics knowledge. The letter ‘c’ does not make a ‘kuh’ sound in words such as: city, circle, cycle and centre.

Some children will then only ever refer to the letter ‘c’ as ‘curly kuh’ and the letter ‘k’ as’ kicking kuh’. As I say these are not letter names of the alphabet and also devalue the power of phonics at the same time.

How can the education establishment get hot under the collar about not using the correct terminology in the teaching of English in schools such as: phonemes, graphemes, digraphs, modal verbs etc… yet still refer to the letter’s ‘c’ and ‘k’ as ‘curly or kicking kuh’!

Phonics is a powerful decoding and encoding tool. However, so is the alphabet letter naming system. Both need to working side by side to support our children, especially in those early years of their educational journey.

The English phonic system is very complex but this is why our language is so rich. Young children need to use letter names as an additional tool, as it takes many years for them to be introduced to the more complex phonics coding system.

Alphabet Name animation (scroll to the bottom of the page): https://www.teachphonics.co.uk/phonics-graphemes.html

Transferring handwriting skills from worksheets to paper

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At Teach Handwriting our aim is to move children off of worksheets as soon as possible. To achieve this, it is important to encourage them to transfer their skills to plain or lined paper whichever is most appropriate to their ability level. We realise that it is not always possible to buy paper with the appropriate line height in all cases, so would recommend creating your own on the computer.

Use a combination of worksheets and lined paper in each handwriting session with your child:

  1. Use the colour worksheet, or a grey scale version, and complete one or two rows.
  2. Then encourage the child to try the same patterns or letters on appropriately lined paper, again try one or two rows only.

Hopefully the worksheet will last over a couple of handwriting sessions and you and the child will see an improvement over the time. The sooner they learn to transfer their skills to paper the better.

We realise that printing off our worksheets and coloured lined paper can become costly so, to help reduce the costs:

  • Use a colour version of the appropriate worksheet initially and then try printing in grey scale. Children usually make the adjustment to grey scale well once they are used to how the picture clues and colours work.
  • You could also use the grey scale worksheets and colour the start of each row with the appropriate colour.

Summer Fun – Part 4 – Get Cooking!

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Cooking 1

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 and dexterity.

There are so many recipes, especially online, for making quick easy great tasting food (make a large batch and freeze the rest).

So, if the sun is shining, or it is just not raining, get out there find your local ‘Pick Your Own’ or check out the bargains at your local shops/market and get cooking!

Summer Fun – Part 3 – Think more Play, Play and Play!!!

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Play play play 2

We are nearly through the summer holidays; six weeks may have seemed like a long time but it is amazing how quickly it passes.

The last thing you and your child probably want to think about right now is handwriting or phonics 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, mental, communication and vocabulary 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.

Enjoy!

Summer Fun Part 2 – Water, water everywhere!

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Water fun 2

The SUN is out which makes it time for the water fights and games to begin.

It is August and for once, the weather is perfect, so why not set up water squirting games in the garden. The kids are waterproof and everything else will dry out, eventually!

How can water fights and games, where you can get wet, be handwriting and phonics homework?

You will be encouraging your child to develop their hand strength, co-ordination and eye tracking skills (all handwriting skills). However, these games are also fantastic for developing sound and word awareness skills.

Try mimicking the sounds that the water makes as it drips on to the floor or hits the targets; use directional language to support your child’s aiming skills; describe how the objects move when hit: bouncing, rolling or flying and talk through the emotions evoked through playing the games.

As well as supporting your child in developing a whole range of physical and language skills you will also increase your cool adult status.

Some fun water games:

  • Try setting up a target wall, using chalk to draw the targets.
    • How many of the targets can you hit with water squirted from a water pistol or squeeze bottle in a set time.
    • How many targets can be washed off.
  • Set up a skittles range.
    • Each skittle hit with water can be worth a certain number of points, or the distance of the skittles may affect their value.
    • A time trial game to hit all the skittles. If you are using plastic bottles as skittles try making some of them a little heavier by putting sand or dirt in them to make it a bit harder to knock them over.
  • Move the object race games.
    • A light toy/ball has to be moved by squirts of water over a distance.
    • A range of objects moved in to target areas to gain points.

The only limitation is you and your child’s imagination and trust me kids never tire of finding new ways to play with water (but then again neither do many adults)!

Homework has never been so much FUN!

The Five Common Stages of Play Development

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Stage of play 1

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:

  1. Watching – A child watches what others are doing but does not join in, they are purely an onlooker.
  2. Solitary Play – They play on their own without regard, or need for others, and enjoy independent activities that do not require others to participate.
  3. Parallel Play– This is when they play near others but do not interact with them, even if they are using the same play materials.
  4. Associative Play – When children play in small groups with no defined rules or assigned roles.
  5. 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!

To Play is to Learn

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To Play 2

The summer holidays are here!

So, it is the perfect time to go out and play or, as is often the case, stay indoors and play.

We are always being shown how important play is in the development of young animals’ survival and hunting skills. How many times have you thought how cute or lovely when watching kittens, puppies or polar bears playing.

Humans are also animals which thrive and develop through play; in fact, play is so important the United Nations High Commission for Human Rights state it as a right for every child (Ginsburg, 2013).

We often think of play as a frivolous pastime rather than a practical and meaningful one. However, here at Teach Children we see play as a vital part of a child’s physical, emotional, social and intellectual growth and well-being.

There has been considerable research over the years on play, which supports our point of view, with the consensus being that children need to experience five different types of play (Dr.D Whitebread, 2012). These five types of play are roughly based on the developmental opportunities they provide, especially if it is child driven rather than adult lead:

Physical Play – active exercise (running, jumping, skipping etc..), rough & tumble and fine motor skills activities to develop whole body and hand and eye co-ordination strength and endurance. The outdoor element of such play develops independence, resourcefulness and self-regulation while the fine motor skills activities support the development of concentration and perseverance.

Play with Objects – starts as soon as a child can grasp and hold an object; mouthing, biting, turning, stroking, hitting and dropping. It’s how we all learn through the exploration of our senses (sensory-motor play). This type of play develops our abilities to; physically manipulate items, think, reason and problem solve, to set challenges and goals as well as to monitor our own progress.

Symbolic Play – refers to the development of spoken language, visual symbols such as letters and numbers, music, painting, drawing and other media used for communication of thought and ideas. This type of play allows children to develop the abilities to express and reflect on experiences, ideas and emotions. Sound and language play develops phonological awareness required for literacy, while number play that relates to real life situations supports numeracy skills.

Pretence/socio-dramatic Play – Pretend play provides the opportunity to develop cognitive, social, self-regulatory and academic skills. This kind of play means children have to learn and pick up on unspoken rules of interaction, taking on the role of a character and playing within the expected confines of that role.

Games with Rules – physical games such as chase, hide & seek, sport, board and computer games. Develop social skills and the emotional skills of taking turns, winning and losing as well as other people’s perspectives.

                                                             So, to play is to learn!

Bibliography

Kenneth R. Ginsburg, MD, MSEd, 25/07/2013; ‘The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds’: THE AMERICAN ACADEMY OF PEDIATRICS: http://pediatrics.aappublications.org/content/119/1/182.full

Dr.D. Whitebread, April 2012: ‘The Importance of Play’; Commissioned for the Toy Industries of Europe:  originally sourced from: http://www.importanceofplay.eu/IMG/pdf/dr_david_whitebread_-_the_importance_of_play.pdf