Helping to Overcome Handwriting Difficulties

Boy writing with head on table

It can be very difficult to understand why a child is struggling with their handwriting.

Where do you start?

We have designed four flow charts to help you. These flow charts take you logically through the key strengths and skill sets required for handwriting. This allows you to discount those areas in which the child is working well, so that you can work more specifically on the key areas in which the child really needs extra support.

By clicking on the flow chart boxes, you are taken to website pages that support that particular area so you can decide whether it is a skill set that needs to be worked on more or not.

The Handwriting Difficulties Page explains the four difficulty areas that our flow charts cover so that you can follow a chart that best suits your requirements: bit.ly/1CyFA7k

Making it Easier to Copy from the Board

Tips for copying from a board text

Copying accurately and quickly from a board at the front of a classroom can be a challenge at the best of times. For young children and those with specific learning difficulties it can be near on impossible. It is amazing how many children lose some, if not all, of a break time because they could not complete the copying task quickly enough in the lesson time.

The practise of taking information off the board has its uses and there are times when there is just no other alternative but it can be made more manageable, here are a few ideas which may help.

  • Make sure the child is sitting facing the board.
  • That they can see the board clearly.
  • That light is not reflecting off the board so that the writing disappears.
  • Try using a different colour marker pen for each line of writing (this way a child will be able to quickly locate the line they were copying from).
  • Or try numbering the lines so the child can more effectively find their way around the text.
  • Leave more of a gap between each line of writing so that each line is clearly visible from the back of the room.
  • Ask those children, who struggle copying, to start the first line of writing as you transfer the text to a smaller board which can then be placed at a more appropriate distance and level for them to continue copying from.
  • If you know the information that will need to be transferred to the child’s book then pre-prepare a text that can be given to the child to copy from. It may be in a different order or layout to that on the board; but it is the information and the child’s ability to access it, that is important.
  • Is a full sentence explanation always required or could the information be presented in another way such as a mind map or diagram which would be equally, or even more, useful to the child.

It can be surprising how frustrating and upsetting being asked to copy from the board can be for many children. So anything that can help to alleviate these emotions and difficulties has got to be worth a try!

Easter Drawing Ideas – Support Pre-handwriting Patterns

Easter chick & egg  Easter lamb  Easter bunny 2

The Easter weekend as usual promises a mixed bag of weather and so if you are likely to have a wet soggy one, 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.

Drawing pictures is a great way to help your child develop their pre-handwriting strokes and shape forming skills. It is amazing how, by using these simple shapes, you and your child can create fantastic Easter cards, pictures or gift tags.

We hope you find them useful: http://bit.ly/19OJ4WO

To Play is to Learn

There has been a lot in the press recently about the changes the Government are looking to make to the Early Years curriculum, such as a greater influence on teaching phonics, reading and maths skills (Ofsted’s Bold Beginnings Report). It feels as if they are pushing quite advanced skill sets down in to the Early Years. This seems to be going against the ethos of other countries that are often quoted to us as having exemplary Early Years curriculums. These are using and developing more play structured curriculum approaches; such as Finland (children start school at 7 years old).

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).

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. 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 experience, 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.

(Dr.D Whitebread, 2012)

Here are some articles from home and around the world I thought you may find interesting that support and highlight the importance of play in learning:

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:  http://www.importanceofplay.eu/IMG/pdf/dr_david_whitebread_-_the_importance_of_play.pdf

 

The Advantages of Handwritten Notes

 

Making NotesBack in December 2014 we wrote about some research by the psychologists Pam A. Mueller and Daniel M. Oppenheimer that investigated the effect of using laptops for taking notes in classrooms.

The findings of the research are interesting, they found that students who handwrote their notes, rather than just typed them into a laptop, in the class learned and retained more information.

Their conclusion was that because handwriting notes was slower, this accelerated the learning process.

There are a number of reasons for this:

  • Because you cannot handwrite every word that is being said in a lesson, you have to decide what notes to take. So you highlight what is important, make links/connections and note anything not really understood (questions). To do this we use critical thinking, engaging the brain with the material. However, if you touch type everything that is being said you do not have to engage or think about what you are typing.
  • Handwriting notes take more effort, this effort is what helps you to commit the material to the memory.
  • These findings are in line with research by other psychologists that state that handwriting engages different parts of the brain which typing doesn’t.

Yesterday I can across this article (http://on.inc.com/2nsDkKu) by Marla Tabaka (Jan 29 2018) which further highlighted the importance of handwritten notes. She writes about Richard Branson’s habit of always using his notebook in meeting and carrying it around with him. This enables him to jot down all the ideas that materialize in a meeting or just random thoughts, whether they are big and complex or small and simple. How often have you forgot what at the time seemed a brilliant idea if you didn’t write it down? It is usually the small ideas that can have the biggest impact.

Bibliography

Marla Tabaka Jan 29th 2018: Richard Branson Says You’ll Be More Successful if You Develop This Daily Habit: https://www.inc.com/marla-tabaka/richard-branson-wont-leave-home-without-this-productivity-tool-and-he-says-you-shouldnt-either.html

Mueller P. A., Oppenheimer D. M.: First Published April 23, 2014: The Pen Is Mightier Than the Keyboard Advantages of Longhand Over Laptop Note Taking: Phycological Science; http://journals.sagepub.com/doi/abs/10.1177/0956797614524581