Help parents to understand that children need to experiment and play with making marks before they can be expected to perform 'proper' handwriting, with this advice from Penny Tassoni
Learning to read and to write is a major step in a child's education. In the past this has led to considerable pressure being placed on practitioners to get children started earlier and earlier. Up until quite recently, it was not unusual to find three- and four-year-olds sitting around worksheets and tracing over letters. The consequences of this approach showed themselves most frequently in reception classes. Louise, a teacher from Bromley, explains, 'We used to find that many children refused to write unless an adult was with them, as they were not confident enough to have a go by themselves. Since the introduction of the Foundation Stage, this is happening less and less.'
Educational consultant Meg Marshall also welcomes the focus on building children's confidence in their writing. 'In the past, there was too much concentration on the handwriting component of writing. This sapped children's confidence and made them worried about the physical process of writing. Now good practice is about letting children develop a secure base by experimenting with marks and focusing on building their physical skills - something that our European colleagues have been doing for years.'
So how can practitioners encourage children to write? Judith Stevens, early years advisor for Lewisham, London, suggests that often the best way is to think about following a child's own interests. 'Children need meaningful reasons to write. This may mean taking writing over to children as they play. Boys, for example, who traditionally have shied away from reading and writing, particularly benefit from this approach. Children who enjoy playing with cars may make signs if they see an adult model this type of writing with them.'
Judith stresses that the Foundation Stage is about forming the right attitudes towards learning, 'Attitudes need to be built from an early age so that children actually see themselves as writers. This means that while they may not know how to put down the whole of their name, they do know that they will eventually be able to do so.'
As well as encouraging children to develop positive attitudes towards writing, many reception teachers face a dilemma as to how to introduce letter formation. Meg Marshall suggests that wherever possible, letter formation should be done in such a way that it does not change children's focus away from the process of writing. 'Ideally, we should be looking at encouraging children to gain a feeling of letters by working on physical movements. This avoids situations where children become so concerned about whether they will get the letters the right way round that they avoid writing at all.'
This approach is backed by Jan Christmas of East Ravendale CE Primary School in Lincolnshire. She says, 'We do most of our letter formation away from the writing table. Children make letter shapes in the air with scarves, draw shapes in sand and even paint the outdoor walls with water. This helps children to gain a good visual and physical picture of the letter, which means that when they do their own writing, they are more likely to use correct letter formation. Since we have been doing this, children are noticeably more interested in writing.'
A parent's guide to writing
Imagine the scene. You have begun to write the shopping list and have left a pen and paper on the table. A series of peculiar marks have now appeared and your child beams and announces, 'I can write too'. While for many parents, children's early writing is a bit of a mystery, it is actually part of an important journey towards literacy.
The writing process
As with many other areas in your child's life, writing is a gradual process. Children's early writing, sometimes referred to as emergent writing, is closely linked to reading. The term 'emergent writing' sums the process up neatly because over time, children's writing really does begin to emerge. At first, we see scribbles and early mark- making but as the child becomes aware of words, letters and symbols, so we begin to see them appear in their writing.
At around four years, many children begin to attempt their name, as this is a word that has a special meaning for them. During this time, you are also likely to see that your child is beginning to show that they understand some of the conventions about reading and writing. Marks and symbols are put down from left to right and your child is likely to 'know' what it is that they are writing about, even though to the adult's eye it still looks mysterious!
Fortunately for worried parents, this all changes when children begin to 'crack' reading at around five or six years old. Suddenly, letters and words have true meaning for them, and this means that remembering how to form them and also how to put them together becomes a whole lot easier.
Can you recognise some early letter shapes? This four-year-old is not yet reading, but already loves writing. She knows that writing goes from left to right in straight lines.
Foundation Stage
In pre-school, nursery and reception classes, children will be learning a lot about writing although they may not even realise it. Children's names are used a lot and your child may have their own coat peg, labels and card with their name on. Most settings also provide a writing area, complete with pens, pencils and envelopes so that children can 'play' at writing.
Should I correct my child's handwriting?
In the early stages of children's writing, it is better not to worry about how they form their letters. Correcting children can make them feel very self-conscious, and some children then begin to refuse to write at all. The key at home is to praise and value your child's writing so that they continue wanting to write.
My child doesn't hold the pencil properly
Many young children will show a variety of pencil grips as their hands are still developing, but they will tend to establish one at around five or six years. Forcing children to hold a pencil in a certain way is only likely to make them feel frustrated and it can also result in some awkward writing posture.
How can I encourage my child at home?
One of the best things that parents can do is to write themselves. It is well known that children learn from watching their parents. This means that if they see you write, they will want to write too. Try giving them a 'grown up' pen and a sheet of paper so that they can really feel that they are joining in. To encourage school-aged children who have lost their enthusiasm for writing, try sending them notes they will enjoy in their packed lunch boxes or under their pillows at night.