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Nurturing Early Writing Skills: A Guide to Supporting Young Learners

  • The English Method
  • 27 October 2024

Watching a child’s writing skills develop is an exciting journey that involves more than just putting pen to paper. This guide will help you understand and support this crucial stage of development. From first scribbles to forming letters, we’ll explore the stages of early writing, signs of readiness, and practical ways to nurture these emerging skills.

Table of Contents

The Writing Journey Begins

Before forming letters, children take important first steps in their writing development:

  1. The Scribble Stage: Those early marks aren’t just random – they’re building hand strength and control. Encourage this by providing plenty of drawing opportunities1.
  2. Lines, Patterns and Shapes: This refines motor skills essential for future letter formation2.
  3. Letter-Like Forms: You might start seeing shapes that resemble letters. These attempts show a growing understanding of writing’s purpose3.

Signs of Writing Readiness

  • Improved control when holding writing tools
  • Increased interest in books and environmental print
  • Attempts to ‘write’ messages, even if using made-up symbols4
  • Ability to copy simple lines and shapes5
  • Drawing basic shapes like circles, vertical and horizontal lines6
  • Making marks that resemble letters7
  • Proper pencil grasp with the first three fingers6
  • Demonstration of a definite hand preference6
  • Attribution of meaning to drawings (symbolic understanding)8
  • Differentiation between writing and drawing8
  • Adequate eye-hand coordination8
  • Understanding that print carries meaning9
  • Interest in labels, signs and other environmental print9
  • Incorporation of literacy into dramatic play9
  • Development of name-writing proficiency10
  • Development of attention and memory skills for letter recognition8

Supporting Writing Development

  1. Create a Writing-Friendly Environment: Set up an inviting space with various writing tools and papers. This can spark interest and encourage exploration11.
  2. Make Writing Meaningful: Involve children in real-world writing tasks. Helping with lists or cards shows that writing has practical uses12.
  3. Explore Letters Creatively: Use Play-Doh, sand, or other materials to form letter shapes. Multi-sensory experiences reinforce learning13.
  4. Celebrate Every Attempt: Show enthusiasm for writing efforts. This builds confidence and encourages practice14.
  5. Read Together Regularly: Reading exposes children to print and helps them understand that written marks carry meaning15. Check out The English Method’s Story Corner resources for extending learning from popular children’s books.

Next Steps in Writing Development

When signs of writing readiness are observed, children may benefit from more structured activities. The next stage often involves recognising and forming letters, with a focus on lowercase. Why lowercase? They appear more frequently in everyday writing, making them a practical starting point for early learners16.

For those interested in materials to support this developmental stage, our Alphabet Discovery Sheets – Level 1 are designed to emphasise lowercase letters, building a strong foundation in writing.

Keep in Mind: Every Child is Unique

Children develop writing skills at their own pace. The key is creating a supportive environment where they feel free to explore and experiment with writing17.

By providing fun, meaningful opportunities to engage with writing, you’re laying the foundation for a lifelong love of self-expression through the written word.

Happy writing adventures!

References

  1. Dinehart, L.H., 2015. Handwriting in early childhood education: Current research and future implications. Journal of Early Childhood Literacy, 15(1), pp.97-118.
  2. Puranik, C.S. and Lonigan, C.J., 2011. From scribbles to scrabble: Preschool children’s developing knowledge of written language. Reading and writing, 24(5), pp.567-589.
  3. Treiman, R. and Kessler, B., 2014. How children learn to write words. Oxford University Press.
  4. Neumann, M.M., Hood, M. and Ford, R.M., 2013. Using environmental print to enhance emergent literacy and print motivation. Reading and Writing, 26(5), pp.771-793.
  5. North Shore Pediatric Therapy (n.d.) ‘Developmental milestones for pre-writing and writing skills’. Available at: https://www.nspt4kids.com/parenting/developmental-milestones-pre-writing-writing-skills (Accessed: 5 May 2025).
  6. Fields, M., Groth, L. and Spangler, K. (2004) Let’s begin reading right: A developmental approach to emergent literacy. Upper Saddle River, NJ: Pearson.
  7. Reading Rockets (n.d.) ‘Stages of writing’. Available at: https://www.readingrockets.org/classroom/looking-writing/stages-writing (Accessed: 5 May 2025).
  8. Cetin, O. (2015) ‘The development of writing readiness and writing skills in preschool education’, Educational Research and Reviews, 10(14), pp. 1900-1905.
  9. Clay, M. (1991) Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
  10. Berninger, V.W., Abbott, R.D., Jones, J., Wolf, B.J., Gould, L., Anderson-Youngstrom, M., Shimada, S. and Apel, K. (2006) ‘Early development of language by hand: Composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling’, Developmental neuropsychology, 29(1), pp. 61-92.
  11. Gerde, H.K., Bingham, G.E. and Wasik, B.A., 2012. Writing in early childhood classrooms: Guidance for best practices. Early Childhood Education Journal, 40(6), pp.351-359.
  12. Aram, D. and Levin, I., 2004. The role of maternal mediation of writing to kindergartners in promoting literacy in school: A longitudinal perspective. Reading and Writing, 17(4), pp.387-409.
  13. Jones, C.D. and Reutzel, D.R., 2015. Write to read: Investigating the reading-writing relationship of code-level early literacy skills. Reading & Writing Quarterly, 31(4), pp.297-315.
  14. Hall, A.H., Simpson, A., Guo, Y. and Wang, S., 2015. Examining the effects of preschool writing instruction on emergent literacy skills: A systematic review of the literature. Literacy Research and Instruction, 54(2), pp.115-134.
  15. Bus, A.G., Van Ijzendoorn, M.H. and Pellegrini, A.D., 1995. Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of educational research, 65(1), pp.1-21.
  16. Berninger, V.W., Abbott, R.D., Jones, J., Wolf, B.J., Gould, L., Anderson-Youngstrom, M., Shimada, S. and Apel, K., 2006. Early development of language by hand: Composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling. Developmental neuropsychology, 29(1), pp.61-92.
  17. Jones, C. D., & Reutzel, D. R. (2015). Write to read: Investigating the reading-writing relationship of code-level early literacy skills. Reading & Writing Quarterly, 31(4), 297-315.

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