In the Montessori classroom handwriting skills do not begin with the use of a pencil and paper, but with the many Practical Life and Sensorial exercises. Children should be introduced and allowed to practice exercises using the three finger pincer grasp, such as, fingertip grasping, spooning, using tweezers, knobbed cylinders, etc. These exercise involve the use of the thumb, index and middle finger, which are the fingers needed to use a writing instrument! “In our system little children acquire a hand which is practiced and ready to write.” (Maria Montessori, The Discovery of the Child, p.205)
There are many exercises that indirectly prepare the child for writing such as tracing with the fingertips the many varied shapes of the geometrical cabinet. I believe this work is often over looked or ignored and it is a great help in guiding the child’s hands in preparation for writing. Another work that is under used is the rough and smooth boards. The lightness of touch needed for writing is introduced through the stroking of the fingertips on these boards.
At what age do we begin the process of developing handwriting skills?
After years of observing young children, Maria Montessori writes, “The hand of six or seven has already lost its precious period of sensitivity to movement….It is that of a child of four who strives to touch everything.”(Maria Montessori, The Discovery of the Child, p. 204) Keep in mind though that all children develop at their own rate, and that is why the Montessori Method is individualized. Some children could be ready at three and others not until the age of five. That is why it is very important for the adult in the child’s world be observant of when a child is ready and willing to write.
A slightly more direct preparation for writing letters begins with lessons using the metal insets. It is in this lesson that the child is shown how to hold a writing instrument. The metal insets guide the child’s hand to form shapes that will later be used to form letters. In these lessons with the metal insets the child is shown how to trace around the frame in one color and then the inset of the shape in another color, ending with the filling of the shape with a third color without going outside the lines. This is all about control of the child’s movements using a writing instrument. As the children masters the initial presentation with the metal insets they should be encouraged to make many books and shown how to create designs by using more than one inset. This is where children are encouraged to be artistically creative! Maria Montessori called the metal insets “preparatory exercises” to writing and elaborated on how it is amusing for the child to create designs while perfecting the use of the pencil.
Direct preparation for writing begins with the introduction of the sandpaper letters. The child traces these letters with his index and middle finger while also pronouncing the sound. The child is not only learning the sound, but how to form the letter. This is true sensory education since he uses his hands to conduct the mechanical movements needed to form the letter. The use of his eyes to recognize the letter formation, and then finally sense of hearing to absorb the sound of the letter.
Another work that is sometimes “rushed through,” is that of the chalkboard! Children are shown how to make the primary strokes needed for the creation of letters with white or colored chalk. After repetition of these initial strokes then the child is led to trace the sandpaper letters and reproduce on the chalkboard. The concentration is on only one letter at a time beginning with the letters that are curved.
The following is a recommended grouping of similar letters beginning with the same initial stroke:
Group #1: o,c,a,d,g,q Group #2: l,h, t,I,f,k Group #3: v,w,x,y,z
Group #4: m,n,r,u,s Group #5: e,p,b, j
A separate presentation will need to be given for the correct formation of each letter, showing the child the correct starting place for each. After the initial presentation there are many different writing exercises in which the child can practice to create interest and keep it fun!
1) Tracing at a light box. Tracing activities may include, tracing their name, address, telephone number, numbers, upper and lower case letters and nomenclature cards.
2) Writing the letter in a tray of sand.
3) Tracing large letters with “Do-A-Dots” markers.
4) Write and Wipe Charts – Individual Letters-Use colorful markers for fun
5) Writing or “scratching” letters into play-doh
6) Use water colors and paint letters or trace over dotted letters
7) Letter Formation Chants for each individual letter
You may try any of the above methods or all of them to teach and improve writing skills in young children. It is important to remember is to start with the Montessori basics, the sandpaper letters and the chalkboard. Do not force the child to write or it will frustrate the child. Lastly, do your best to make it fun!