1. Early Writing Development
Nether Green Infant School

2. Our Aims
To make parents aware of the end of year expectations for children.
To show a range of practical activities to help develop children’s gross and fine motor control.
To demonstrate how children learn to write in school.
To provide suggested activities to try at home.

3. End of Year Expectations Physical Skills 1
End of Year Expectations Physical Skills 1. Children show good control and co-ordination in large and small movements. 2. Children move confidently in a range of ways, safely negotiating space. 3. They handle equipment and tools effectively, including pencils for writing. Writing 1. Children use their phonic knowledge to write words in ways which match their spoken sounds. 2. They also write some irregular common words. 3. They write simple sentences which can be read by themselves and others. 4. Some words are spelt correctly and others are phonetically plausible.

4. Dough Disco

5. Now try out some of the activities!

6. Why is ‘pre-writing’ skill development so important?
Writing skills are one of many vital pre-requisites for academic development.
Research has shown that in order to write efficiently, a child must have:
developed gross motor skills e.g. balance, co-ordination;
developed fine motor skills; pincer grip, cutting, threading etc.
core stability;
shoulder strength;
arm muscle development;
Read through and discuss the bullet points below.
Motor skills – Promotes the development of both fine and gross motor. Gross – agility, balance and co-ordination. Fine motor skills for life and academia e.g. toileting, fastening coat, mark making, reading.
Maintaining an active and healthy lifestyle – The latest NHS obesity figures 26% women, 24% men, 9.5 % of reception aged children are classed as obese. Boosts immune system, good posture, increases lung capacity, strong bones, strong muscles and a strong heart.
Social skills - Being physically active enhances a sense of success, accomplishment and self-esteem. It also provides opportunities for co-operation, sharing and turn taking.
Communication skills - We physically move to speak i.e. facial movements for speech formation and expressing yourself through non-verbal communication (body language).
Developing important brain structures - Movement helps to develop and activate neurons, strengthen connections and whole brain learning. These are essential for functioning and knitting together both sides of the brain. Movement also increases the number and density of blood vessels in the brain, it will further oxygenate, fuel and energise the brain increasing attention and memory.
Mental well-being - Through the release of fell good hormones such as endorphins and serotonin. It releases tension which enables the body to relax and feel good.
To aid this research the British Heart Foundation has further produced various research and support documents that promote physical development in the Early Years, e.g. the ‘Physical Activity Guidelines’ have been produce for both walkers and non-walking children (along with a whole range of other publications that support physical development) and are based on evidence linking exercise to the prevention of obesity – another hot and current issue! The physical activity guidelines highlight physical development especially energetic physical activity (that is activity which raises your heart beat – makes children ‘huff & puff’) as a way to prevent obesity.

7. Big to Little
Children’s large movements (of the trunk and arm) must develop FIRST in order for the smaller movements (of the fingers and thumbs) to follow. If we proceed too soon with the smaller skills they may develop incorrectly and inefficiently. Even when children are ready to hold a pencil and to write – continued development of other fine and gross motor skills are VITAL in order for their handwriting skills to improve and advance.

8. Gross motor skills

9. The first steps to reading and writing

10. What activities? (gross motor)
Examples of early writing activities, which is often through unstructured play, but may also include more structured activities.
Games which involve movements of all the major muscle groups, i.e. the legs, shoulders and arms, and movement of the trunk from one place to another. E.g Chase, kicking a ball, dancing to the radio etc
Energetic play, e.g. hanging from a climbing frame or riding a tricycle.
Scootering, hopping and large scale movements of any kind.
Minimising sedentary behaviour may include:
Reducing time spent watching TV, using the computer or playing video games
Reducing time spent in a pushchair or car seat – this can also help to break up long periods of sedentary behaviour

11. Core Stability is having strength in the shoulders, pelvis, stomach and back
This is necessary to develop skills in both large and small movements
Floor Play
Give your child lots of opportunities to play on the floor – lying down, propping themselves up and rolling. This will help them to strengthen their core muscles, which in turn improves control of their limbs and small movement skills such as using scissors and writing.
Encourage your child to lie on the floor to do jig-saws, play with toys and read books.
Give your child a clipboard so that he/she can write and draw in a propped position.
Show your child how to roll like a pencil (arms close to sides of body).
Show your child how to log roll (make a long thin shape with arms above head).
Read a story laid on their tummies

12. Fine motor skills

13. We don’t always need a pencil
Early Writing
We don’t always need a pencil

14. Developing Hand strength
In order to be able to write, children need to develop wrist, hand and finger strength to hold and control a pencil
Developing Hand strength
Many skills are required to develop an efficient pencil grasp. These include the ability to move fingers in isolation of each other, adequate hand muscle strength, & good wrist stability.
Encourage your child to pop bubble wrap using the whole hand and individual fingers
Use dough to “work out” fingers and the whole hand. Encourage your child to squeeze, poke with individual fingers and thumbs, roll and pat the dough with the whole hand
Place dough in rubber/latex glove, encouraging your child to manipulate and squeeze the gloves
Add shaving foam and food colouring to a zip lock bag, encouraging your child to make marks and patterns by using the flat of the hand and individual fingers
Encourage your child to pour water using a small jug, plastic bottles and watering cans

15. What play and physical activity does for the brain

16. Any questions?????