What is the practice?
There are lots of activities you can do on a daily basis with your toddler to help develop her skills and interest in writing. Research shows that lots of varied experiences with writing materials based on a child’s interests, particularly alongside an interested, responsive adult, give toddlers a good start at learning to write.
What does the practice look like?
A toddler using markers to write a “message” to you, imitating you in making a grocery list, and making letters in the sand or dirt, are all ways that encourage practice and appreciation of writing. These activities are most powerful when you use encouragement and questions to further your child’s experimentation and interest.
How do you do the practice?
You can fnd opportunities to provide your toddler with writing experiences all throughout your day together. Focus on what your child seems to be interested in and drawn to, and start there.
- Is your child eager to write on his own, and display his work?
- Does he show curiosity about what you are writing, and want to help?
- Is he using scribbling in a purposeful way to ‘write’ his name, tell a story, or draw a picture?
- Supply your toddler with plenty of different writing materials, including markers, crayons, pencils, paints, and chalk, as well as a variety of surfaces to experi- ment on. Suggest he write letters or notes to friends and family, make signs for his bedroom and the house, and add words to his drawings.
- Help your child fnd the practical parts of writing by asking for his help in your everyday writing tasks. Toddlers love to be able to “sign” their own pictures, help you make a grocery list, or leave a reminder for another family member.
- Your toddler’s writing won’t look much like “real” writing at this stage, but by giving him the sense that his writing is important and carries meaning you are helping him understand all the ways writing is used. Encourage his efforts by treating his writing seriously and proudly.
How do you know the practice worked?
Take a look at more early writing fun
Letter to Grandma
Manu, almost two years old, comes into the kitchen and fnds his mom writing at the table. “Me!” Manu says. “Do you want to write too?” his mom asks. “Write!” Manu agrees, and climbs into his seat. His mom gives him some paper and washable markers. “What are you going to write?” she asks him. He seems unsure. “I’m writing to Grandma,” she says. “Grandma!” Manu says. “What are you going to tell her about?” “Go to park.” Manu begins to scribble with his markers, making quick lines with lots of energy. “That looks interesting,” his mom says after a few minutes. “You want to tell me what you’re writing?” Manu looks at his paper. “Manu play park. Come see Manu.” “I’ll get you an envelope,” his mom says, “and we can send it to her along with my letter so she’ll know you want her to visit soon.”
Grocery List
When it’s time to make a grocery list, Rosie’s dad asks his 2-year- old daughter to help, She’s always eager to participate. They sit at the kitchen table looking through colorful grocery ads and pointing out foods they especially like. Dad talks about the meals he is planning for the week, and what supplies they will need. He gets paper and pencils for Rosie and encourages her to make her own shopping list. Rosie tries to copy what Dad is writing, draw pictures of items she wants, and “write” using a variety of letters and marks. When they’ve both fnished their lists, they “read” them back and compare them to make sure they didn’t forget anything. Then, it’s off to the store.
Making Her Mark
Erika, a 28-month-old with limited mobility due to cerebral palsy, is staying at her grandmother’s house for the day. Her grandma knows that Erika loves to watch her big sister draw pictures, so she gets a few sheets of big paper, and makes a set of fat markers easier for Erika to grip by wrapping masking tape around the ends. She positions Erika with bolsters and guides her hand so she can make a sweeping red arc across the page with her marker. Erika laughs with delight. “Look at that!” her grandma says. “You’re drawing red!” “More,” Erika says. Each time she wants to switch markers, her grandma encourages her to use gesture or words, supporting her arm a little less each time as Erika gets used to holding the marker on her own.
