Analysis of Children’s Writing

Analysis of Children’s Writing

Stephanie Nunez

Miami Dade College

It is in early childhood that young children begin to recognize that written symbols represent letters, numbers, and words (and that they have meaning). They learn this through books that are read to them, apps that they use, and exercises and activities they do as they learn to write those symbols at home and at school. The excitement and sense of pride they display when they first start to write their own symbols can be enhanced and developed. Part of the development of writing and handwriting skills is learning and applying the principles of directionality (left to right, top to bottom, front to back) for the placement of text and pictures. Learning to produce correctly formed printed letters and words is an important skill.  I was able to collect six writing samples of children ranging ages from 2 -5 years old.

I had two writing samples of 2 year olds, The first two year old is 26 months the other 2 year old is a little older he is 2 ½ or 30 months old. The 26 month old scribbles all over the paper as well as the 30 month old. Both children are in the Scribble writing stage. In this stage the children write using long wavy lines. These marks have distinct meaning to each individual child. Children before the age of four don’t know the difference between drawing and writing. Very young children use crayons, pencils, and markers to make random, light markings on a page.

The next two writing samples are from one 3 year old and one from a four year old. The three year old child is practicing how to write the letter Mm using a practice worksheet to enhance fine motor skills. The three year old child is still in the scribble writing stage. The four year old child is in the letter string stage. In this stage the child’s writing moves from left to right and progress dawn the page of actual letters. They have no separations and no correlation with words or sounds.

In the last two writing samples are from two five year olds.  The first five year old writes his name across the blank sheet. This child is in copying environmental print stage. In this stage the child copies print found in the environment, such as words on signs or food labels. In this case the child looked at his name tag in order to spell his name correctly. The second five year old does the same copies writing found around the classroom. Both five year olds are in the same stage of emergent writing.