We all know the parents of the three year old child who can
write.
‘Yes,’ these parents say, ‘My child loves to write. She can write her name and all of our names, and yes actually, she writes full sentences and has just written an entire book. In fact she is on the Best Seller list.’
It is enough to put anyone into a state of extreme depression. Your child refuses to even hold a pencil, let alone write with it. It is much more likely to go up their nose than onto a piece of paper.
They prefer to run around outside getting filthy, or to leave their Lego lying on the floor where you find a large chunk of it in that tender place between the toys.
Quite frankly, you are in despair at your child picking up a pencil, let alone writing their name with it.
Stop despairing. There is no need. You see, children develop differently, and at different times of their life. Your child will start writing when he or she is ready.
However, you might be able to help them along a bit if you know a little more about the development involved in writing. Let’s start at the very beginning.
‘Yes,’ these parents say, ‘My child loves to write. She can write her name and all of our names, and yes actually, she writes full sentences and has just written an entire book. In fact she is on the Best Seller list.’
It is enough to put anyone into a state of extreme depression. Your child refuses to even hold a pencil, let alone write with it. It is much more likely to go up their nose than onto a piece of paper.
They prefer to run around outside getting filthy, or to leave their Lego lying on the floor where you find a large chunk of it in that tender place between the toys.
Quite frankly, you are in despair at your child picking up a pencil, let alone writing their name with it.
Stop despairing. There is no need. You see, children develop differently, and at different times of their life. Your child will start writing when he or she is ready.
However, you might be able to help them along a bit if you know a little more about the development involved in writing. Let’s start at the very beginning.
The Very Beginning!
Tell me something. Can your child solve complicated equations or complete the Times Cryptic Crossword in under an hour? No, I didn't think so. The reason is, if I may be so bold, because he isn't yet ready.
Children can't write until they are ready. If they are forced into writing early, not just against their wishes but against their entire physical and brain development, they will struggle. You'll get cross, they'll get cross and the 'writing' will be unsatisfactory to both parties concerned.
Emergent writing, teacher jargon for the 'mark making' that is writing before a picture or letter becomes recognisable, will happen when a child's brain development has progressed in line with his writing muscles.
Emergent writing, teacher jargon for the 'mark making' that is writing before a picture or letter becomes recognisable, will happen when a child's brain development has progressed in line with his writing muscles.
Yes, writing muscles! YOU try picking up an oar and writing with it. Pencils are big and cumbersome to a little person. Muscle has to be developed in all the right places for this complicated skill to be mastered. To do this your child will need to practise his gross motor skills.
Gross Motor Skills
What in heaven's name are these?
Gross Motor skills are simply BIG movements that your child will use when they run, crawl,
jump or throw. Learning to write starts with gross motor skills. These build up core muscles. Core muscles build up smaller muscles. All these lovely muscles will grow stronger and stronger. And then, one day, your child will be able to write with an actual pencil. How come? Because they are ready. When they have developed strong gross motor skills. You simply can’t do it the other way round; write first and then develop the muscle.
But hold on, isn't that what we all make them do? Find a pencil and make them write with it? I certainly have! They simply cannot do it! Their brains and bodies are not ready. They need to develop the writing muscles.
How do we help them develop these muscles?
We need to know a little bit about something called Bilateral Integration at this moment. Are you ready for this? I know, this sounds unutterably dull but bear with me for a moment. There are four different stages of bilateral integration.
Your child will need to go through each of these stages before he or she can write!
1) Symmetrical Bilateral Integration
You know when your child first learns to clap? They are doing a spot of symmetrical bilateral integration! That is, using both sides of the body like a mirror image. This is an important stage in their development. Babies need to do this before they can go to the next stage.
2) Reciprocal Bilateral Integration
This is where your child crawls, or walks, or climbs up the stairs. This time they are moving both sides of the body, but in opposite directions. This stage works the brain in a totally different way; it is vital for later development.
3) Asymmetrical Bilateral Integration.
This is where it gets much more difficult! Now the body is actually doing a different activity on each side. Your child might hold a jar while opening it, or kick a ball with one foot while the other is on the ground, or put toothpaste on a toothbrush. See what's happening here? Your child’s brain is having to work out two movements at the same time. A dominant hand is beginning to emerge. Your child might prefer to use his left hand to do the action while the non-dominant hand has to keep still and stable, or the other way around. A dominant hand emerging is necessary for your child to be able to do all these sorts of activities with increasing skill. Incidentally, a dominant hand is vital for certain brain activity.
4) Crossing the midline
The ‘midline’ is an imaginary line down your child’s body from the top of the head down to the toes, dividing one side of your brain from the other. When your child does certain activities, they ‘cross the midline’ which is an instinctive reaching across the body to complete an activity.
What in heaven's name are these?
Gross Motor skills are simply BIG movements that your child will use when they run, crawl,
jump or throw. Learning to write starts with gross motor skills. These build up core muscles. Core muscles build up smaller muscles. All these lovely muscles will grow stronger and stronger. And then, one day, your child will be able to write with an actual pencil. How come? Because they are ready. When they have developed strong gross motor skills. You simply can’t do it the other way round; write first and then develop the muscle.
But hold on, isn't that what we all make them do? Find a pencil and make them write with it? I certainly have! They simply cannot do it! Their brains and bodies are not ready. They need to develop the writing muscles.
How do we help them develop these muscles?
We need to know a little bit about something called Bilateral Integration at this moment. Are you ready for this? I know, this sounds unutterably dull but bear with me for a moment. There are four different stages of bilateral integration.
Your child will need to go through each of these stages before he or she can write!
1) Symmetrical Bilateral Integration
You know when your child first learns to clap? They are doing a spot of symmetrical bilateral integration! That is, using both sides of the body like a mirror image. This is an important stage in their development. Babies need to do this before they can go to the next stage.
2) Reciprocal Bilateral Integration
This is where your child crawls, or walks, or climbs up the stairs. This time they are moving both sides of the body, but in opposite directions. This stage works the brain in a totally different way; it is vital for later development.
3) Asymmetrical Bilateral Integration.
This is where it gets much more difficult! Now the body is actually doing a different activity on each side. Your child might hold a jar while opening it, or kick a ball with one foot while the other is on the ground, or put toothpaste on a toothbrush. See what's happening here? Your child’s brain is having to work out two movements at the same time. A dominant hand is beginning to emerge. Your child might prefer to use his left hand to do the action while the non-dominant hand has to keep still and stable, or the other way around. A dominant hand emerging is necessary for your child to be able to do all these sorts of activities with increasing skill. Incidentally, a dominant hand is vital for certain brain activity.
4) Crossing the midline
The ‘midline’ is an imaginary line down your child’s body from the top of the head down to the toes, dividing one side of your brain from the other. When your child does certain activities, they ‘cross the midline’ which is an instinctive reaching across the body to complete an activity.
As an adult you ‘cross the midline’ in just about every activity you do. Making a cup of tea means crossing the midline, as you most likely have to reach across your body to pick up the kettle or get the teabag out of the cupboard. Even reading this book is crossing the midline. You don’t need to think about these actions; it becomes an automatic action.
Your child will find this difficult to start with. (Think about doing up buttons). They will need great deal of practice and encouragement. Why? Because crossing the midline is essential if you want your child to be ready for school.
If your child can cross the midline, one side of their brain can talk to the other. They will be able to read, write, dance and play sport. If they can't cross the midline, they'll have issues with reading, writing, dancing and playing sport.
‘Not crossing the midline makes a child feel disorganised and less confident.’ (Dr Jeger)
Your child needs to work out which is their ‘worker hand’ and which is their ‘helper hand’. If your child is reluctant to cross the midline, then they will take longer to decide which hand is which. Now you can see that however good your child’s preschool is, it is very important indeed to give children plenty of practice of the following kinds of activities so that they have the very best chances at Primary school.
Your child will find this difficult to start with. (Think about doing up buttons). They will need great deal of practice and encouragement. Why? Because crossing the midline is essential if you want your child to be ready for school.
If your child can cross the midline, one side of their brain can talk to the other. They will be able to read, write, dance and play sport. If they can't cross the midline, they'll have issues with reading, writing, dancing and playing sport.
‘Not crossing the midline makes a child feel disorganised and less confident.’ (Dr Jeger)
Your child needs to work out which is their ‘worker hand’ and which is their ‘helper hand’. If your child is reluctant to cross the midline, then they will take longer to decide which hand is which. Now you can see that however good your child’s preschool is, it is very important indeed to give children plenty of practice of the following kinds of activities so that they have the very best chances at Primary school.
Buy
some balloons, and let your child try and catch them; see if you can get the
balloons to be in a place where your child needs to reach across her midline
to get it.
|
Get a
beach ball. Do the same thing!
|
Make
your child walk their fingers right across the table from their left to their
right; you can do this at tea time!
|
Get
your child to walk like a monkey, snake, elephant, etc.
|
There
is nothing like a sing-along. Sing the
song Hokey Cokey and do all the actions!
|
Get out some beads or baubles and do some threading. You can use bigger ‘beads’ like buttons or
wooden cotton reels.
|
Make some play dough, or go and buy some at the toy store. Make balls by rolling it in your hands, and
see if your child can do the same.
Have fun making figures and ‘cakes’.
Let your child have some scissors (with supervision). They love to ‘cut’ the play dough and for
any child who finds scissors tricky, this is a good place to start.
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Get some big paintbrushes that you use to paint walls with; let your
child ‘paint’ the wall with a bucket of water. Goes down a treat at
preschool!
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Dressing
up is a brilliant way to ‘cross the midline’ as there are SO many skills
involved in putting on a pirate outfit or trying on a hat, or trying on a
belt.
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Set up
a little washing bowl and put your child’s dolls (or teddies) in it, so that
they can wash the dolls, and dry them.
|
Put a
train set out and let your child push the trains along the track.
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Push
toy trucks and cars along the floor, following a beautifully windy path made
of tape.
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Encourage
lots of floor play: encourage your child to lean on one hand or elbow. Then
you can place the toys or games on the side being leaned on which will make
your child cross the line to reach those toys.
|
Have play
sand; buckets and spades will encourage your child to pick up the sand and
reach across. |
