Writing From the Heart:Supporting Early Handwriting
Skills From Birth to Three15th Annual Birth to Three Conference
Presenters:Rebecca Parlakian, ZERO TO THREE
Kimberly Geary, JUMPSTART THERAPY
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Why Does It Matter?
• Writing is a tool for learning• Self-esteem, self-confidence,
self-efficacy• Daily living goals• Fine motor milestone
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Elements Involved in Writing One’s Name
1. Goal-directed thought – I want to write my name!
2. Symbolic thinking – understanding that letters arevisual symbols that ultimately form words
3. Motor planning – understanding the steps involvedin writing• Memory for target letters
• Memory for letter order
• Memory for steps/sequence involved inproducing letters
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Elements Involved in Writing One’s Name
4. Ability to hold pencil and manipulate it
5. Ability to stabilize upper body and coordinate musclesand joints in fingers
6. Ability to place pencil appropriately on page and useappropriate pressure on the paper
7. Ability to engage in small, asymmetric movements toform letters in correct sequence
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Physical Skills for Handwriting
Gross Motor Domain
Postural Control – stable trunk and upperextremities, esp. shoulders and elbow
Bilateral coordination andability to cross the midline
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Fine Motor DomainAbility to hold the writing utensil; ability to rotatethe fore-arm; ability extend the wrist; isolate thefingers and coordinate use of handSpatial Relations – the ability to place letterscorrectly in space (on the line / on the paper)Motor Planning – plan, sequence, and execute
letter formsEye-Hand Coordination – the ability to use visualinformation to support muscle control
Physical Skills for Handwriting
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Physical Skills: Let’s Talk About Grasp
Tripod grasp – held with thumb and forefinger;resting against side of middle finger; considered“mature” grip
Pronated grasp – all fingers involved with thumband forefinger “directing” (24 to 36 months)
Fisted grasp – all fingers involved; whole armusu. held above table; gross motor movement(12 to 24 months)
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
• Tripod – mature
• Tripod – developing
• Pronated
• FistedImage from: Priest Erhardt, Developmental Hand Dysfunction,1982, p. 65.
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Thinking Skills for Handwriting
Cognitive and Communication Domains• Understanding of writing (print) as a form of
communication• Symbolic Thinking skills – letters as symbols of
sounds• Form Constancy –recognize forms and
objects as the same in variousenvironments, positions, and sizes
• Memory – visual, verbal, motor• Ability to Organize Ideas
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Temperament• Attentional Demands• Frustration Tolerance
Sensory Processing• Visual Demands• Pressure - Adjust proper pressure and feel the
movement of their fingers• “Motor Memory” – remembering how the fingers
move
Sensory and Social-Emotional Skillsfor Handwriting
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Typical Development• Stage 1: Sitting Up / Visual Tracking / Hand-Eye
Coordination -- 0-12 months
• Stage 2: Exploration – 18-24 mos.
• Stage 3: Scribble Writing – 24-36 mos.
• Stage 4: A Few Letters Appear - ~36 mos.
• Stage 5: Mock Letters – 36-60 mos.
• Stage 6: Writing and Practicing Letters – > 60 mos.
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Gross Motor• Development proceeds from the trunk to the
extremities• Reflexes (involuntary) movement develops into
voluntary movement• Muscle Tone – low vs. high tone• Sitting up / postural
control• Ability to stabilize
shoulder for handmovement
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Visual Tracking
• Ability to maintain focus on an object as itmoves through space
• Begins in early months of life• Links to handwriting: Watching the letters
produced by the pencil as it moves alongthe line
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Hand-Eye Coordination
• Ability to coordinate eye movement withhand movement, such as reaching tograsp a rattle or throwing a ball to a target
• Begins at ~ 4-6 months with reaching &grasping behaviors
• Link to handwriting: Coordinate what yousee on the paper with the letters your handis producing and vice versa
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Exploration aka Scribbling
• Cultural Influences– family culture– access to materials
• ACCESS and PRACTICE– Exploring writing utensils– Tongs– Sorting toys– Sand & water play– Puzzles, blocks, popbeads
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Scribble Writing
• “Babbling” on paper• Scribbles begin to contain elements of
letters—circles, vertical and horizontallines, etc.
• Child may refer to their work as “writing”
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
• Need example of this to scan…
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
A Few Letters Appear
• “Easier” letters emerge first, such as T & E• Capitals emerge first as they are typically
taught first and are easier to copy thanlower-case letters
• Familiar letters emerge first—such as theletters in one’s name
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Typical Development
• Age 3 years, 11 months
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Supporting Skills in Infants• MORE TUMMY TIME• Support infants in learning to sit up• Play visual tracking games• Offer objects to grasp and explore with fingers• Play “fill and dump” activities• Offer sensory activities that involve touch• Try art activities appropriate to age• Organize activities to promote weight-shifting• Allow self-feeding / experience with eating
utensils (if supported by family)
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Toddlers – Gross Motor• Throwing balls into “targets” like laundry baskets or
cardboard boxes
• Dance/movementactivities that encouragecrossing the midline
• Set up toddler obstaclecourses
• Support walking skills –gross motor exploration
• 2 ½ to 3 years old – ridingtoys – eye-body activities
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Toddlers – Fine Motor• Stamping or Sorting activities that encourage crossing the
midline
• Transferring activities using tongs
• Block play
• Spray bottles
• Cutting – beginning at 2 to 2 ½ --simple snips with child-safe scissors
• Beading, lacing cards, puzzles with knobs, shape sorters,lacing boards, popbeads
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Great Games for Fine Motor Skills
• BedBugs• Don’t Break the Ice• Ants in the Pants• Magnetic fishing games• Chunky Legos• Large K’Nex• Bristle Blocks
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Supporting Skills ThroughDaily Routines
• Dressing (with fasteners)• Brushing teeth• Washing hands/face/body• Getting cups/plates/utensils• Using utensils for feeding• Helping carrying groceries or set the table• Simple cleaning chores, e.g., wiping table
or spraying plant with water
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Toddlers: Early Handwriting• Allow exploration with writing utensils
– Chunky crayons, markers, fingerpaint, scissors,paintbrushes, sponges, stampers, play-dough
• Drawing on easel, on slantboard, on tummy, withchalk on pavement
• Make a texture book using letters of the child’sname – trace with finger
• Make a “letter road” to trace with toy cars• Stickers, ColorForms and Stencils• Magnetic letters or letters with sensory
componets
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Your Questions?
Presenter Contact Info:
Rebecca [email protected]
Kimberly [email protected]
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Resources• Benbow, M. (1995). Principles and practices of teaching
handwriting. In A. Henderson & C. Pehoski (Eds). Handfunction in the child: Foundations for remediation. New York:Mosby.
• Case-Smith, J., & Pehoski, C. (1992). Development of handskills in the child. Rockville, MD: The American OccupationalTherapy Association, Inc.
• National Association for the Education of Young Children.(2000). Learning to read and write: Developmentallyappropriate practices for young children. Washington, DC:NAEYC.
• Petrick Steward, E. (1995). Beginning writers in the zone ofproximal development. Hillsdale, NJ: Lawrence ErlbaumAssociates.
• Priest Erhardt, R. (1982). Developmental hand dysfunction:Theory, assessment, treatment. Laurel, MD: RAMSCOPublishing Company.
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
Resources
• Public Broadcasting Service. (no date). Struggling tolearn: Writing disabilities. Retrieved from:http://www.pbs.org/parents/strugglingtolearn/understanding_writing.html
• Schickedanz, J. A. (1999). Much more than the ABCs:The early stages of reading and writing. Washington,DC: National Association for the Education of YoungChildren.
• Vygotsky, L. (1978). Mind in society. Cambridge, MA:Harvard University Press.
• Ziviani, J. (1995). The development of graphomotorskills. In A. Henderson & C. Pehoski (Eds). Handfunction in the child: Foundations for remediation. NewYork: Mosby.
Click t
o buy NOW!
PDF-XChange
www.docu-track.com Clic
k to buy N
OW!PDF-XChange
www.docu-track.com
