Lesson 5 Writing

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 imitate

Chalk and think crayon are recommended Prevention of babies eating the writing tools

Early experience with writing tools

The child probably does not realize the tool is making the marks

Some suggest wait for later use as the child probably develops awkward hand position

Toddlers see others writing and want to try it themselves

Provide large paper, chunky crayon or non-toxic markers (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 drawing cannot be differentiated

From linear scribbles to enclosed shapes – caregivers’ 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. Lines go back and forth or up and down Using the shoulder rather than the hand Understand boundaries of paper.

2) Disordered scribble

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 Combine shapes, shows a greater understanding “mandala”) 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 Show the child how to make marks – provide large paper padded with newspaper

1) Exploratory scribble

2) Disordered scribble Provide finger paint opportunity, comment positively “wow! Tell me what you have just drawn!”

3) Controlled scribble 4) Shape stage

Try to describe what the child is doing

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 Possess a sight word vocabulary (usually his/her own peers’ names)

Realize letters make sounds – match some sounds to letters correctly

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 letters now

4) Learns the names of 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 of writing imitation

3) Individual shapes created, closed shapes displaying purposeful lines 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 skills area for handwriting

Eye-hand coordination Ability to form basic strokes Letter perception Left-to-right understanding Orientation to printed language