Lesson 5 Writing

prepared by Kinsley Ng Sen Fa, Segi College Penang, Program DECE

10-12 months, infants
watch intently as
someone makes marks
on a surface and try to Chalk and think crayon are
imitate recommended

Prevention of babies eating

the writing tools

Early experience with

writing tools

The child probably does not

Some suggest wait for later
realize the tool is making
use as the child probably
the marks
develops awkward hand
position
Toddlers see others Provide large paper, chunky
writing and want to try it crayon or non-toxic markers
themselves (around 18 months) – grasp
in fist
Functions of scribbling in
fine motor skills,
coordination, emotional
expression (autonomy) and
interaction

Scribbling

In the beginning, writing and

From linear scribbles to
drawing cannot be
enclosed shapes – caregivers’
differentiated role to give understanding of print’s
meaning and functional use
 Stages of scribble

1) Exploratory scribble Practicing what he or she knows how to do,

throwing & banging. Child might not pay attention.

2) Disordered scribble Lines go back and forth or up and down Using

the shoulder rather than the hand Understand
boundaries of paper.
3) Controlled scribble Interested in making marks on other surfaces
besides paper, produce repeated movements

4) Shape stage connect two ends of a line to enclose shapes. Some

children will begin to name their scribbles. a long line
= a train, circle = sun.
5) Design stage (creates
“mandala”) Combine shapes, shows a greater understanding
of symmetry and orderliness. Mandala (magic
circle)
6) Representational stage
Draws basic “people”. Uses the basic form of a person
to become a car, a bug, or a cat. X-ray drawing
 The roles of caregivers

1) Exploratory scribble Show the child how to make marks – provide

large paper padded with newspaper

2) Disordered scribble Provide finger paint opportunity, comment positively

“wow! Tell me what you have just drawn!”

3) Controlled scribble Try to describe what the child is doing

4) Shape stage Asking some question at the subject – does mummy

has long hair? Does she cooks yummy food?

5) Design stage (creates

“mandala”) “I see so many different kinds of circles”. Encourage
without directing the child’s drawing, naming or helping.

6) Representational stage
Give comments on color use, lines, the child’s
feelings and difference of his drawings
Understand that letters
have different shapes

Identify letter by their

“names”

Notice some words start

with the same letter

The alphabetic
principles

Realize alphabet to be a
special category of print
Realize letters make
sounds – match some
Possess a sight word sounds to letters
vocabulary (usually his/her correctly
own peers’ names)
1) Notice adults making
marks with writing tools

2) Notice prints in books

and signs – tries to read
everything
3) Realize certain
distinguishable marks make
her name

Print awareness

5) Pay attention to single

4) Learns the names of
letters now
some of the marks – usually
the first letter of her name
1) Scribbles increasingly more like print than
artwork

2) Linear and horizontal scribble with repeated

forms

Sequence 3) Individual shapes created, closed shapes

of writing displaying purposeful lines
imitation

4) Letter-like forms are created

5) Recognizable letters with errors 7) Invented spelling and

correctly spelled words

6) Words or groupings of letter with spaces are formed

 Small muscle development and coordination
Hold writing tools properly

7
prerequisite Eye-hand coordination
skills area
for Ability to form basic strokes
handwriting

Letter perception

Left-to-right understanding
Orientation to printed language