When is the Right Time to Learn How to Write?

*Note–For the purpose of this article, we define ‘Write’ as the ability to form letters, words, and beginning sentences with or without attached meaning.

In the first article of this series, When is the Right Time to Learn How to Read? You will already have noted that kids learn at different rates. Whether we account for age, phase of development, learning styles, disabilities, or individual cognitive preference, we can nearly always expect that no two children will exhibit readiness at the same time in any given academic area.

When it comes to Writing, we generally view this as part and parcel of the reading process. Writing and Reading are sometimes referred to as ‘reciprocal’, which means they are companion learning processes that depend on similar skills. Usually, the readiness for both arrives at about the same time, but not always. In fact, it is very common for listening skills to develop first, which explains why children who love to be read to aren’t (necessarily) interested in writing or sounding out the words they see on the page.

Listening comprehension is typically followed by the early identification of letters, sounds, and words, but writing most often begins with pictures. Drawing as a means of relating a story eventually leads to the desire to label actions and objects, then attempts to relate a character’s efforts to speak. Labels lead to phrases which in turn lead to sentences, paragraphs, lengthy narratives, and so on.

It is also important to remember that the act of writing takes effort. Children must not only have gross but fine motor skills, as well as strength in the writing hand to form a combination of curves and lines. Writing can also be exhausting depending on how hard the child presses, grips the pencil, or how many letters/words they are trying to write.

Some parents will ask, “But what about keyboards?” While we at BEFK are not opposed to technology, there is a point early on where fine motor skills are needed in order to perform minute tasks. Without the use of handheld instruments and the opportunity to do fine work, these skills may not be acquired. Screen and keyboard use will inevitably come into play later, but in the formative years they may be unnecessary and can actually delay the ability to manipulate writing instruments.

So in answer to our question above: When is the Right Time to Learn How to Write? Our suggestion will be the same as it was in the previous article: Whenever they are ready.

Clearly, once again, we live in an age of childhood deadlines that causes panic in parents and caretakers. In an ideal world this theory is good, they say, but skills are skills and if kids don’t have them by the end of the year, they may fail.

That is true. But again, what is also true, is that there’s a great deal you can do at home to promote readiness, which is not the same as forcing readiness. Please see the previous article: When is the Right Time to Learn How to Read? for suggestions on how to stimulate reading interest at home.

But in the meantime, here are the most common signs that your child is ready to write:

1. An intense interest in or enjoyment of art, drawing, and tracing, etc.
2. An interest in writing implements (pens, pencils, crayons, chalk, and so on) accompanied by a similar interest in writing materials (such as paper, whiteboards, chalkboards, etc).
3. Expressing interest in what letters and words say and mean.
4. An interest in adults who write. Observing and asking questions of adults who model the act of writing.
5. A desire to know how to ‘say’ something on paper. For example, to convey a message, note, card, or to express or communicate a message.
6. A desire to copy writing they see, whether it be a note, a name, a sentence, or street signs, and so on.

While it is important not to force children to write before they’re ready, it is equally important not to stop them when they are. If a child displays the above behaviors or literally asks for help with writing, then it is time to ensure that they have access to the support and materials they need.

Below is a list of items to keep around the house in the event your budding Writer would like to use them. For a more in-depth list and descriptions, please see our free e-book.

1. Paper of assorted types, sizes, and materials, both lined and unlined, most of which can be obtained very cheaply at a dollar store. Note: younger children tend to benefit from wide-lined paper at first, progressing to narrower and narrower formats as fine motor skills improve. In the absence of lined paper you can always create your own with a ruler.
2. Writing implements. Many kinds of writing tools should be available to the early writer including fat and thin assortments of pencils, crayons, markers, pastels, chalks, pens, or any available alternative. It might be desirable (again) to begin with short, chubby pencils rather than tall, thin ones, but this is an individual preference and both options should be available.
3. Visible examples of written text. Whether by posting signs on the walls at home or making them available in bins, access to many forms of reading material is important. Books, magazines, brochures, or even such mundane things as shopping lists will emphasize the importance and relevance of writing and send a message that learning to interpret print is valuable.
4. Books. With writing and reading so intimately linked, access to a supply of books is absolutely vital. Whether they are bought in stores or found in libraries, kids will absorb their content and imitate letters, words, or phrases for writing from favorite books as models.

Writing, much like reading, is a highly individual endeavor. Regardless of timetables, however, if the right tools and experiences are available to a child from the very beginning, the process becomes a joy that will lead to a lifelong interest in words.