PLAY supports writing readiness!

At LCC supporting developmental readiness and the physical strength for writing means PLAY! Handwriting is a multifaceted process, requiring the development of not only hand muscles but also language, visual processing, letter and word knowledge, and concepts of print. Before mastering pencil grasp and efficient writing, young children build foundational skills through engaging in various hands-on play experiences, using toys and tools, and developing core strength through plenty of gross motor activity.

Before children master the world of letters, sounds, and words some of the foundational writing development that happens during play include:

Eye Hand Coordination: The ability to process information received from the eyes to guide and direct the hands to carry out a task. Beading, lacing, peg boards, building block structures, puzzles, throwing and catching, collaging, carving clay with tools, and tracing objects are all examples of the many activities used at LCC to promote eye-hand coordination.

Hand and Finger Strength: The ability to exert force against resistance using the hands and fingers. This is important for controlled movement. Clay, playdough, hole punchers, legos, pulling wagons and sleds, hammering, using tongs at meals, experimenting with eye droppers, and doing yoga exercises are just a few of the ways we give children opportunities to build hand and finger strength during playtime at LCC.

Tripod Pencil Grasp involves three fingers working together to hold a pencil. Before holding a pencil, children can practice the tripod grasp when using tweezers, squeezers, and sort or stack manipulatives. We introduce and provide a wide variety of writing tools such as small golf pencils, crayons, and chalk which require more pressure and strength to make marks compared to the instant results from a marker.

Hand Dominance: is a complex brain process. Proficient use of one hand over the other for handwriting, feeding, and performing other functional activities in daily life usually emerges between 4½ and 6 years of age. While it may be tempting to help a young child “decide” which hand will be the dominant, research strongly supports a facilitative role for teachers and parents. At LCC we encourage children’s use of hands in play and daily activities where two hands are performing different jobs to develop hand dominance.