Why Should A Young Child Be Allowed?

* The child can draw circles, lines and dots, using preferred hand (2 years old)

* 8 – 12 years - Children aged 8 – 9 are beginning to join their letters together when handwriting. They can draw in a more naturalistic way; ways in showing depth, shading, 3D and movement begin to develop. Children ages 10 – 11 years tackle more detailed tasks such as needle work or woodwork and have established a writing style – usually with joined up letters.

As I started to observe, two children name Theodore and Stella both of them was doodling lines in a paper. Theodore sat in chair drawing lines in paper

Children draw upon their use of text everyday Flint, Kitson, Lowe, & Shaw, 2014 specify “In order to read proficiently readers need to develop their repertoire of practices for interacting with text.” As suggested in Luke and Freebody’s Code breaking, children use of text emphasise on; decoding and encoding the codes, symbols and conventions of written, spoken, visual

In recent years, the rushing tide of typing has overwhelmed the once necessary skill of handwriting. As the days pass by computers and other 21st century electronics are becoming more and more a part human lives. Gone are the constant needs for pen and paper, often times all that is needed for notetaking is a laptop and working fingers. A recent article published by Anne Trubek titled “Handwriting Just Doesn’t Matter” analyzes the importance of handwriting in the computerized world that is lived in today, as well as through a discussion on the teaching of cursive and other handwriting exercises in schools. Using a mix of pathos, logos, and minor amounts of ethos, Trubek is able to comprehensively convince her audience that handwriting is not as important or useful a skill as it used to be.

When given the choice of seven activities all three of the children, aged two years old, went straight for the sandpit to draw letters in the sand with thick and long sticks. The children doing the activity love to draw by making shapes and different movements with a variety of implements, for example paint, colouring pencils or chalk, which is similar to writing in the sand in many different ways. This means spelling out the letters in the sand can be used as a way of stimulating interest in writing.

The development of writing skills largely relies on fine motor skills. First the child must master the holding of writing implements (Huffman & Fortenberry, 2011). There are four stages in the development of holding a writing implement and depending on the culture the child grows up in, the final stage may be attained at an earlier time (Walcer, 2016a). The last stage of learning to hold a writing implement is called the dynamic tripod. In this stage the child has finger coordination and displays a mature way of holding a writing implement (Walcer, 2016a). The dynamic tripod is usually present at the same time that the mature writing pattern is observed,

“Handwriting is already suffering a major blowback” says Joanne Jacobson who is a curriculum director of Fraser Public Schools. Cursive may be legible for kids who are below third grade but by the time they reach fifth grade they all have developed their own style of handwriting. With or without learning cursive writing, a child’s handwriting develops for better over the years.

At all stages (including very early mark making) the children’s work is positively encouraged, valued and exhibited.

Teachers, who are aware of children becoming emergent writers, can better understand the amount of effort and concentration required. Teachers can appreciate the value of observing children’s early writing for evidence of children’s developing phonological knowledge of written language.

Some people would think that is not that hard to express your ideas on paper considering children have such active imaginations. Indeed, my imagination was surely active dreaming up fairies, befriending my baby dolls, and defending my fascination with Tinkerbell and her realistic abilities. I could not name one child whose imagination fueled their writing about the nonsense writing

The product being evaluated for this paper is the Doodle Pro by Fischer Price, designed for children 3 and up. This product has been available for 42 years, or since 1974 when originally created as the “Magna Doodle” by Pilot Pen Corporation. It was later bought out by Fischer Price, the specific creator is unknown (Freudenrich, 2008). The Doodle Pro contains an attached stylus and 4 different shapes. It works as a magnetic drawing board that has 2 screens with a honey-comb lattice like structure in between the screens that contains finely cut iron. When the stylus touches the screen it draws the iron to the top layer of plastic, where it stays in whatever shaped intended until erased, creating a no-mess chalkboard (Fischer-Price, 2016). It is designed to allow children to explore and practice writing and drawing in a more creative and open way, where it is seen as fun and not work. The product works to mimic an individual writing or drawing normally, the child picks up the attached stylus and draws as they like, and when they are finished with that particular picture they slide the eraser button across the bottom of the screen to clear the picture and start again. To see a visual of the product, Doodle Pro, please refer to Appendix A. This allows for practicing of the essential skills and penmanship, and confidence children will need throughout their lives.

I started the rough draft for my book, and I knew I had to practice my handwriting. Mrs. Cox thought it would be more authentic and interesting if our books were hand-drawn and hand-written, so I had to make sure that my writing was impeccable (and, preferably, better than every other kid’s who was doing this). I didn’t spend too much time on my art during the rough draft process; I knew I wasn’t an artist, and I wasn’t planning on frustrating myself for hours on end because I couldn’t get the hand or the foot “just

The child is able to follow straightforward instructions after demonstrating tasks of drawing a horizontal line, using child safe scissors illustrating up and down motion, and properly holding a pencil while drawing. The child had difficulty with a slight

Children as young as 4 years old show the benefits of hand writing before they are even able to read or write actual words. Advantages to writing by hand include better letter memorization and better memorization of shapes in 4-year-old children. (Longcamp in Sulzenbruck 2011) There is a greater association with reading and memorization related with hand writing as opposed to typing. (Longcamp in Wollscheild 2016) Also, hand writing leads to better development in both reading and math and provides a foundation for further academic achievement.