Every child is a writer

About the importance of learning to write as a child

"Children want to write. They want to write on the first day of school. This is no coincidence. Before going to school, she messed on walls, sidewalks and newspapers with colored pencils, chalk, pens or pencils ... anything that leaves a mark. The child's stamp says, "I am". "" - Donald Graves.

Children from the age of two already make sketches on paper to express their feelings and communicate with others.1 Although toddlers and preschoolers often do not write texts yet, they demonstrate their writing skills in different ways. They are already busy with scribbling, drawing and letter-like shapes. The ways in which adults respond to children's first writing attempts can feed or quench children's writing desires. It is therefore crucial for parents, teachers and other adults who are close to the child to understand the important steps of writing and to encourage a positive attitude towards writing.

Research into the early use of writing instructions suggests that it helps children to develop phonological awareness (helps children to recognize rhyming words and divide words into sound groups), alphabet knowledge and print awareness (recognition of letters, symbols and shapes). These are skills related to future reading and writing skills. 2

For the current generation of school children, iPads and iPhones are indispensable. Still, writing by hand is and remains crucial. Not only for fine motor development, but also for final language and reading skills. Above all, writing by hand increases brain activation compared to typing.3 There are strong indications that failure to write is recognized by children and leads to avoidance of writing, which causes a negative spiral. That is why it is very important that writing problems are recognized and addressed. A handy book to solve writing problems step by step is Remedies For Writing Problems. The book can be ordered via www.ehbs-online.nl.

1 Rowe, D. W., & amp; Neitzel, C. (2010). Interest and agency in two- and three-year-olds' participation in emergent writing. Reading Research Quarterly, 45 (2), 169-195. 2 Strachan, S. L., Duke, N. K. & amp; Teale, W. H. (n.d). Developing preschool children's writing [White paper]. Retrieved from www.mheonline.com/assets/pdf/program/dlm_developing_preschool_childrens_writing.pdf 3 Longcamp M, Tanskanen T, Hari R. The imprint of action: Motor cortex involvement in visual perception of handwritten letters. NeuroImage. 2006b; 33: 681-8.