|Writing sample of a Pre-K student, age 4.10|
|Writing sample of a Pre-K student, age 5.2|
|Writing sample (and artwork!) from a Pre-K student, age 4.8|
- Infants crawl, pull up to standing, take a few steps, then toddle around before they learn to walk “properly.” We would never discourage a toddler from cruising the furniture out of fear that it would foster bad walking habits!
- Children learn to babble before they speak in single words. Then they string a few words together before making a complete sentence. Once they’ve mastered that, they may be able to carry on longer conversations. We would never discourage a child from saying, “Mama, up!” out of fear that he would develop bad speaking habits. Eventually, he will learn to say, “Mommy, please pick me up!”
- The same is true with writing. Children begin by scribbling. Then they make letter-like symbols and start to string random letters together. As they learn more about their name, they write its letters, even if some are reversed or missing. We do not discourage this type of writing, or insist that the children write their names conventionally! It is just a part of the process — not a bad habit.
[bctt tweet=”Learning to write is a developmental process. Using capital letters is part of that development. It is not a bad habit!”]
|Writing sample of a preschool student, age 4.3|
|Writing sample of a Pre-K student, age 5.5|
You can read more about how we teach children their names in these posts:
Many people asked for copies of the sign-in sheets that we use every day. Here they are! EDITABLE NAME PRACTICE PAGES are perfect for your students who are learning how to write their names. You just type in your class list and print customized, differentiated name worksheets for each child. So quick and simple!
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