Abstract: We love our children’s holding pencils, pens and making their first drawings. They start making their first drawing lines, circles, zigzags, before they write, so they feel happy about their first drawing and how they are amazed to express themselves before event joining schools. Young learners once at school quickly learn that success at school is measured by how well you can read and write, not by how good your drawings are. Writing is combination of process and product , the process refers to gathering ideas and thoughts and working on them to be readable for the reads . However, learners who draw their first graphics before they tackle writing tasks produce better writing. It is likely this is because the act of drawing concentrates the mind on the topic at hand, and provides an avenue for rehearsal before writing. Many questions are raised to reach such goal: Why is writing important for young learners ? What are the initiation steps to teach spelling and writing ? How to make very young learners write fluently ? All these questions I will be very pleased to tackle them with you in my conference meeting and see how to help young learners teachers benefit from this presentation to help their learners once in class . Methodology : Workshop objective: By the end of this presentation and workshop, the audience will be able to importance of writing for your learners and how to proceed in that. Workshop format : The workshop is a variety of tasks , where the audience will be invited to work in pair , groups in a room with round tables for interaction and theatre or classroom style while being invited to power point presentation Diversity :  Well 1h is not enough for such important topic , but I will try to manage that by allocating not more than the required timing for each task in order to cover all the topic I will try to proceed as follows : Set Ground Rules Before I start the workshop, I have to establish ground rules to make the environment in which everyone feels comfortable ( phones in silent mode, respect each others while interacting, help each others while working in round table made class…… Use Ice Breakers to Build Bridges For example, when the speakers introduces himself he may invite , everyone to share their feeling taking part in ELT conference(s). How to Wrap Up By the end of the workshop, the attendees are invited to share what they have learned. I have to make them complete an evaluation paper, so I can gauge what worked best about the workshop and what improvements need to be made Thank you Mr Samir Bounab ( Teacher trainer)

1. Teaching Writing To very
Young Learners
Mr. Samir Bounab
yellowdaffodil66@gmail.com

2. Do you
agree
with this
proverb ?

3. What do
teachers
expect from
their learners
to able to do
in class ?

4. Is that possible with such digital learners ?

5. How do your Algerian pupils write after one year of learning English ?

6. How do your Algerian pupils write in their 1st year of studying learning English ?

7. How do the same 3PS pupil write in French session?

8. Task 1

10. 1) Important Terminology for teaching writing :
1) Tracing: an easy way for learners to learn to write each letter and it is an legible handwriting depends on being able to properly write each
letter.
2) Modelling clay : a soft substance like clay produced in different colours, used especially by children to make shapes and models
3) Guide paper: Handwriting paper that is necessary tool for very young learners learning how to write ; printable handwriting paper templates
for practicing letter formation skills
4) Slant: the predominant angle of the downward stroke in handwriting based on Latin script
5) Size: refers to whether the writing is large or small. It also depends on the size of paper.
6) Spacing: a general term for the areas of a page left blank—in particular, the areas between words, letters, lines of type, or paragraphs.
7) Cursive writing: Cursive is any style of penmanship in which characters are written joined in a flowing manner, generally for the purpose of
making writing faster,
8) Printed writing: is a handwriting style where letters appear to be disconnected. It can also be called block letters, print script, or manuscript
9) Script writing: block letters, where the pen lifts between every letter. It can also be called joined-up handwriting that is neither cursive nor
manuscript, is actually a hybrid form that is a cross between print writing and typical cursive handwriting.
10) Fine motor skill: the movement and use of hands and upper extremities, include reaching, grasping and manipulating objects with hands.
Also involve vision that often referred to hand-eye coordination.
11) The dominant writing hand: the hand that you are more likely to use when you are doing fine motor tasks like writing,
12) Orientation: reverse directionality from the Arabic Left to Right that leads to issues as the jumbling and mixing of letters
13) Margin: area between the main content of a page and the page edges that helps to define where a line of text begins and ends.
14) Lines: writing paper printed as a guide for handwriting. They are printed with fine width and in light colour
15) Line spacing: blank between two lines
16) Tracing: an easy way for young learners to learn to write each letter, which is an important precursor to freehand writing

11. What is
writing?
Writing can be defined as :
• the learners' output when they have received
sufficient input.
• It is considered perhaps the most difficult
skill
• it involves handwriting, spelling, grammar,
syntax and the organization of paragraphs
and ideas
• (Ioannou & Pavlou, 2003).

12. •Writing is that painful, too slow, illegible or
ineffective...
• Teaching young learners to write does not
mean copy - paste letters!
• It is the process to prepare the hand and the
mind for writing…
• Without paper and without pen, respecting
the orientation from LEFT to RIGHT , since
learners have been exposed to writing system
from RIGHT to LEFT

13. • Writing is a complex skill to develop and master
• Writing skills only develop when young learners are taught how to
write and are given opportunities to practice these skills and
strategies.

14. Why we need to develop writing skills with young learners?
• Writing tends to be somewhat neglected in the classroom, but it is an essential part of
language development.
• Good writing skills are based on good reading skills, you need to recognise words in order to
write and use them comprehensibly (Linse 2005).
• Writing allows young learners to practice new vocabulary and structures.
• It allows for a high degree of personalization and creativity.
• It provides young learners to take risks and try out new language, with more “thinking
time.”
• Writing skills equip young learners with a solid base for future development and learning.
• A focus on writing tasks in the classroom creates variety and caters for different learning
styles
• Teachers can diagnose learners’ strengths and areas to develop in terms of vocabulary,
structure, spelling etc.
• Focusing on this area can instil the joy of writing from an early age.
• https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/articles/writing-and-young-learners

15. How to Teach Good Handwriting
https://www.wikihow.com/Teach-Handwriting
• Things You Should Know:
• Introduce letters
• Regardless of what order letters are chosen to be taught, it is
important that students know the names of individual letters and the
sounds that can represent each one. (Graham, 2010). <
• use tracing
• Modelling clay
• guide paper,
• work on slant, size, and spacing as students’ skills develop.
• Build young learners’ fine motor skills,
• then slowly introduce things like writing position, pencil grip, and
line- and curve-drawing activities.
• Hold frequent (daily) but relatively short (15-30 minute) sessions,
• and continue to maintain a positive and encouraging attitude.

16. 1)Adapt to your students’ skills and don’t expect perfection.
2) Young learners likely won’t have the motor skills or patience to master
these positions,
for example, so meet them where they are and slowly introduce the
particulars of ideal paper and pencil positioning:[2]
3)Paper position. When writing, the paper should ideally be placed at a
towards the dominant writing hand.
4)Pencil position. Holding a pencil in the “tripod” grip (with the first two
fingers and thumb) is ideal for writing, but you may have to use thick,
“chunky”like board marker and train them use it on their slates
to help younger learners master this pencil position.

17. The margin, the lines & the spacing lines
1) The orientation of the page : from the LEFT to the RIGHT
 Teacher shows his or her hands and invites the learners to look and repeat
 The teacher may set a short drill / quick oral game “listen and raise your hand”
 It is my left hand
 It is my right hand
2) Using a copy book the teacher introduces the : “page / margin / lines /
spacing lines “
Margin ( on the left)
Lines
Spacing lines

18. Importance graphics :
Graphic design and writing are different activities: they are grapho-motor in nature. These activities may possibly be present
at the same time in the pupils' productions. They implement perception and motor skills.
Learners, who have been trained to write from the right to the left, are now invited to write in opposite direction from left to
right which is a complex process that not only their fine motor skills need to be trained on but their minds too
Definition of graphics:
Reproduction of lines, patterns, and shapes, exploration of spatial organizations, to build perceptual and motor skills.
then production of words, texts according to the codes and rules of written language, to produce meaning and communicate.
•How to teach graphics :
1) On the board the teacher , using modelling clay , draws two dots ( in red) and make an arrows of clay and sticks it on the
board starting from the left and moving to the right.
2) The learners reproduce the same graphic using their modelling clay on their slate , the teacher insist on the orientation (from
the left to the right)
3) The teacher reproduces the same graphic on one of the learner’s class copybook then invites the learners to perform on their
class copybooks using their pens. (this may take about twenty to half an hour depending on the learners motivation and the
teacher’s mastery of the class)
4) The same process is carried on in the next teaching sessions till the learners master all the types of graphics that have
relation with the letters writings.

19. • Samples of graphics patterns

20. • Focus on letter-like shapes before introducing actual letters.
• Instead of jumping straight into writing individual letters, get your students used to the
pencil moves used in writing.
• Provide worksheets or blank paper and have them practice a series of the lines, curves,
etc. that you demonstrate to them.
• Start with straight lines of varying lengths, both “up and down” and “side to side.”
• Move on to diagonal lines, such as forward and backward slashes.
• Introduce curve and tunnel shapes in all directions as the next step.
• Finish by drawing patterns that join together the straight lines, diagonal lines, and
curved lines you’ve introduced.
• Make these sessions part of a fun activity, especially for younger learners. For instance,
have them pretend that an upside down u-shape is a cave and have them come up with
a story about what (or who) is inside.

21. Practice tracing letters as they are introduced.
• Tracing teaches the pencil motions needed for each new letter.
• Even if your students are good at handling a pencil, consider having them start
by tracing the new letter with their index finger first
• This helps them really focus on the motions involved. Then have them pick up
their pencils and do tracing worksheets.
• Keep an eye out to make sure they’re tracing in the correct order—for instance,
starting from the left to the right .

23. Practice writing letters on guide paper.
1. The guide lines help introduce consistency in letter size and slanting.
2. focus primarily on letter formation, not size, spacing, or slant.
3. At this point, you just want the students to be able to form the letter properly.
4. When you see an error or issue, help the learner figure out what they missed.

24. Emphasize letter shapes before size and slanting.
1. Keep using guide paper to help develop size and slant consistency.
2. At first, students may have a hard time mastering elements like letter size and
slanting. However, as their motor skills and “muscle memory” develop, you can
put a greater priority on these elements.
3. If the learner is struggling, don’t lose your patience. Simply explain to them how
the lines should look, and demonstrate it yourself. Then, let them practice again.

25. Work on spacing when writing words.
• Spacing is more important once students start putting letters together.
• You can introduce the concept of proper spacing when your learners are writing rows of
letters on their guide paper. However, wait to make it a priority until they’re putting
multiple letters and, eventually, words together.
• Students can use their pinky fingers or a popsicle stick to show how much space should be
between each word.
• The spacing between letters is a bit more tricky to measure, so consistency should be the
priority.
• Remember that practice makes perfect! The more they practice the better they will get.
• At the same time, though, continue to keep the lessons relatively short, especially with
younger learners, so they don’t lose focus.

26. Introduce ideal seating position incrementally.
• Be flexible with young learners regarding their writing position.
• Encourage students to explore pre-writing and writing activities while standing, sitting,
or lying down.
• Once your students are capable of sitting still for 15-30 minutes, teach them to sit with
their feet flat on the floor and their backs straight in their chairs.
• Sitting properly may seem like an old-fashioned idea, but it is actually very important
for creating the ideal writing environment.

27. Give daily lessons that run 15-30 minutes.
• Daily repetition is important, but avoid overwhelming your students.
• Writing may come easy for you, but remember that it’s hard work when you’re
first introduced to it.
• While daily practice really helps to develop writing skills, long sessions will cause
frustration and a lack of focus, especially among young learners.
• That’s why holding daily teaching/practice sessions that last about 15-30
minutes works well for writing instruction.
• If you notice one of your learners becoming frustrated, have them take a break
and do an alternate activity for a few minutes.

28. Preparing the hand with modeling clay
• Through free or guided play, modeling clay develops many skills in children:
• Imagination,
• Bi-manual coordination,
• Hand and arm tone,
• Ability to dissociate fingers.

29. Teaching alphabets using modelling clay

30. • By massaging the palm, the modeling clay contributes to the integration of the gripping reflex which can hinder the
establishment of an effective pencil grip.
• We know that the non-integration of archaic reflexes can play a role in many disorders: learning difficulties and behavioral
disorders. If one of these disorders is coupled with a graphic problem (hand clenched on the pencil, excessive pressure on
the sheet, great lack of care, refusal to write, etc.), it will undoubtedly be useful to offer the learner, what ever is his or her
age, to handle modeling clay.
 Take it with both hands, with just one, put it into a ball, make rolls, balls, tear it, flatten it on the table or between your
hands... Modeling clay offers many manipulations! And it's even better if you can work with different types of dough whose
variations in resistance and texture will allow you to develop a harmonious sensory sensitivity.

31. Task 2

33. 1.How to train the fingers to write?
Before starting to write with a pencil, the young learners have to go through
different stages. One of the most important is strengthening the muscles of the
fingers and hand.
It seems so obvious that to hold a pencil the young learners must first be physically
capable of it, that we sometimes miss this essential step! How to strengthen the
fingers of our lovely young learners?
A very effective tool to strengthen this bodybuilding is: modeling clay! Young learners
use it very naturally and then build muscle without even paying attention to it.
Indeed, they mix, knead; squeeze the modeling clay with their fingers and all the
muscles of the hand are mobilized in sometimes in intense way. By repeatedly
handling modeling clay, children will strengthen their hands and thus strengthen their
ability to hold a writing object for a long time.
5 important steps in learning writing

34. • Fine motor exercises are to be used without moderation in order to make the
writing gesture more and more meticulous and to continue to strengthen the
fingers.
• The use of a straw, or any other straight and light object, allows the child to
learn to hold a pencil correctly. He or she will move his or her fingers forward
and back them from bottom to top, positioning his index finger and thumb
correctly.
• This will allow him or her to begin to understand the movement of his fingers
that is expected for writing.
2.Develop fine motor skills

35.  In parallel with finger strength training, graphic design exercises can be gradually
introduced through different workshops.
• The challenge here is therefore to find activities that will allow the child to
ensure his gesture in an increasing way in order to succeed in correctly tracing
various imposed shapes. Learning these shapes follows a logical progression:
vertical, horizontal, oblique lines, broken lines, then circles, dots...
• Do not to put pencil in the hands of the children. The later the better!
Nevertheless, in order to arrive at the correct handling of a writing tool, steps
still have to be taken.
3. From graphics to writing

36. How We Celebrate

37. 4.Tracing letters
• Learning to write letters will begin with these exercises following a logical
order: straight letters, oval letters, oblique letters, combined letters and
finally the letter S.
• The young learners will be able to begin this learning by observing the layout
of these letters: expressing that they are straight lines, horizontal, vertical,
rounded, etc.
• Then the reproduction of the letters can be made in sand, flour, paint, etc. on
your finger.
• Working on placing the fingers to grasp a writing object will be undertaken in
parallel. The learner will be able to start writing with a pencil, being careful to
hold it correctly.

39. 5. Writing practice
• Graphic exercises and drawing letters, by their frequency and repetition, will
gradually accompany the child in the acquisition of automatisms.
• The young learners will be able to start writing letters, then words on a slate,
a sheet, in a notebook.
• The recurrence of these exercises in writing words will allow students to
develop their ability and ease in gestures, pressure to be exerted with a
pencil and writing lines.

40. Motivating Younger Learners to write

41. Provide sensory feedback while you teach.
• Praising your learners with a “good job”/“Fantastic”/ “Marvellous”/ “Keep it up “!

42. Encourage students to solve their mistakes.
• Catch poor habits or errors early, then help problem-solve them.
• Look over your learners’ work often to catch any mistakes they are making.
• If mistakes aren’t dealt with early on, they’ll become ingrained habits that are
harder to change. However, instead of just telling a learner that something is
wrong, help them to identify the issue and address it themselves

43. Remind students to write whenever they can.
• Teachers might have their learners keep a home rough copy book to write and
reproduce what they daily see in class .

44. Task 3

45. Teaching the Alphabets
• How to teach the vowels ?
• Procedure :
 Listening to the auditory analysis
 Recognize the visual analysis
 Writing of the sound or sign

46. Why teaching vowels first is very important

47. Importance of teaching vowels first

48.  Presentation of each vowel “a, e , i , o , u , ” in a context & in TWO (2) Sessions
•Show photos or flashcards that contain the vowel “a” or “ e” or “i” or “o” or “u”
•The teacher pins the photos or flashcards on the board.
•The teacher reads slowly the flash cards and invites the learners to repeat pointing at word on the board.
Session 1
Isolation of the vowel “a” (under each flash card the teacher isolates the vowel “a”
•Invites the learners to listen and repeat it (The teacher articulates well and invites the learners to pay attention to
the way he or she utters the vowel “a”
•The auditory analysis : The teacher invites the learners to a game where they :
•Raise the finger when they hear the vowel “a”
•Cross their hands when they do not hear it
Teaching the alphabets

49. 1. Quick review of the last sessions ( teachers shows pictures , sticks them on the board and invites the learners to read
them
2. visual recognition of the vowel “a”
3. Preparing the learners to write using the modelling clay
4. Writing of the vowel “a” on the learners’ slates
5. Reproducing the vowel “a” on the class copy book
Procedure

50. Session 1
Procedure
step 1: The teacher show photos or flashcards that contain the vowel “a”
Algeria / Algeria
Africa / Africa Alphabets / Alphabets
Step 2 : The teacher pins the photos or flashcards on the board.
Step3: The teacher reads slowly the flash cards and invites the learners to repeat pointing at word on the board.
Algeria / Algeria Africa / Africa Alphabets / Alphabets
Step 4: Isolation of the vowel “a” (under each flash card the teacher isolates the vowel “a”
Algeria Africa Alphabets
A / a - A /a A/ a - A /a A / a - A /a

51. Step 5: The teachers invites the learners to listen and repeat it (The teacher articulates well and invites the learners to pay
attention to the way he or she utters the vowel “a”
 The auditory analysis : The teacher invites the learners to a game where they :
 Raise the finger when they hear the vowel “a” /Cross their hands when they do not hear it
N.B : The teacher using flash cards showing the following these word invites the learners to listen and perform the game
“ apple – rubber – basket – teacher – Arabic –French – class – pen – bag – ruler – copy book”

52. Learning of the vowel “a”
Session 2 Procedure
1. Quick review of the last sessions ( teachers shows pictures , sticks them on the board and invites the learners to read them
2. visual recognition of the vowel “a”
3. Preparing the learners to write using the modelling clay
4. Writing of the vowel “a” on the learners’ slates
5. Reproducing the vowel “a” on the class copy book
1. Quick review of the last sessions :
 The teacher pins the photos and invites the learners to read
Algeria / Algeria Africa / Africa Alphabets / Alphabets
A / a - A /a A/ a - A /a A / a - A /a
 The teacher makes the learners repeat the words and insists on the pronunciation of the vowel “a”

53. 2.Visual recognition of the vowel “a”:
The learners are invites to come to the board and Use the board marker and trace the vowel “a”
3.Preparing the learners to write using the modelling clay
 The learner are invited to use their modelling clay make theVowel “a” in cursive on their slates
4. Writing of the vowel “a” on the learners’ slates
5. Reproducing the vowel “a” on the learners’ class copy books and inviting them to Write.

54. • N.B : The alphabets can be taught following this :
1. The loops (letters e and l),
2. The letters with cuts (i, u, t),
3. The letters c, o, a, d,
4. The letters with bridges (n and m),
5. Then r, s, p, h, k, j, y, q, g, f, b, v, w, z, x.
6. Also considers that learning letters in cursive should start with: e, l, i, u, t, c,
a, o, d.
• Regardless of what order letters are chosen to be taught, it is important that
students know the names of individual letters and the sounds that can represent
each one. (Graham, 2010). <DIDACTIC GUIDE OF ENGLISH FOR 3rd YEAR PRIMARY EDUCATION page 15>
How to teach the alphabets

55.  But why teaching the alphabets should start with teaching the vowels ?
• Vowels are the sound of any word , without vowels words can’t be pronounced.
• Because when it comes to teach the ‘consonants letters’ , this will help the
learner Learn the letter by building the syllable of a word and at the same time
the different sound of this consonant letter .
• For example : Teaching the consonant “b” of course using flash cards related to
the taught syllable and word

56.  The teacher forms and produces the letter with modelling clay on the board
Then the consonants + the vowel forming the syllable with modelling clay too
Later the learners are invited to reproduce that on their slate

57. • For example : Teaching the consonant “b” of course using flash cards related
to the taught syllable and word
• b+a  ba  bat – bad- basket…….
• b+e  be  bee - bell – bed….
• b + i  bi  big - bike - bicep – bijou……
• b+o  bo  book - boot – board….
• b+u  bu  butcher - bull – button ….

58. Steps of the lesson :
• Learning of the vowel & the consonant
• Presentation of the vowel & the consonant in a context.
• Show photos or flashcards that contain the vowel & the consonant & the syllable
• The teacher pins the photos or flashcards on the board.
• The teacher reads slowly the flash cards and invites the learners to repeat pointing at word on the
board.
• Isolation of the vowel & the consonant (under each flash card the teacher isolates the vowel & the
consonant
• invites the learners to listen and repeat it (The teacher articulates well and invites the learners to
pay attention to the way he or she utters the vowel & the consonant
• Preparing the learners to write using the modelling clay
• Writing of the vowel & the consonant & the syllable on the learners’ slates
• Reproducing the vowel & the consonant on the class copy book
• The auditory analysis : The teacher invites the learners to a game where they :
• Raise the finger when they hear the vowel “a”
• Cross their hands when they do not hear it

59. Which style of writing
should the young
learners opt for ?
Cursive style ?
Script style ?
Printed style ?

60. Cursive writing: Cursive is any style of penmanship in which characters are written joined in a flowing manner, generally for the purpose
of making writing faster,
Script writing: block letters, where the pen lifts between every letter. It can also be called joined-up handwriting that is neither cursive nor
manuscript, is actually a hybrid form that is a cross between print writing and typical cursive handwriting.
Printed writing: is a handwriting style where letters appear to be disconnected. It can also be called block letters, print script, or manuscript

61. Cursive writing importance for children in the digital age
• In the digital age,
some may argue
that cursive
writing is no
longer relevant
or necessary.
• However, there
are several
reasons why
cursive writing is
still important for
children to learn:
1- Brain Development: Writing in cursive involves more complex motor skills and engages the brain in a different
way than typing or printing. Research has shown that writing by hand, including cursive writing, stimulates brain
development and improves cognitive function. This is especially important for young children, whose brains are
still developing.
2- IMPROVE FINE MOTOR SKILLS: learners also learn how to position their paper and their pencil on
the paper. how much force is needed on their paper to form legible words and sentences.
3- improve hand-eye coordination : the unique writing style, between the connection of letters and consistency between words
and sentences when writing in cursive.
4.INCREASED ATTENTION SPAN WHILST WRITING:There is a correlation between handwriting speed and attention span
during writing as it supports the active use of children learning cursive script, as opposed to using print. Learners using print
will naturally write slower due to the stop and start strokes of printed letters. Therefore, due to the connectivity of a simple
cursive style, children can write faster – in turn this increases their continuity and fluidity in writing, which encourages greater
amounts of writing.
5.HELPS WITH GRAMMAR, SPELLING, AND OVERALL UNDERSTANDING: Writing words on paper supports learners ability to
recognise words when they read them later. Furthermore, it aids spelling through muscle memory, as the hand acquires
memory of spelling patterns children repeatedly use through the fluid movements of cursive style.
A study at Universite de Sherbrooke, in Quebec, Canada, showed that children who learn cursive at a young age are more likely to
become better at spelling and writing.
6.STRENGTHENS INTERNAL SELF-DISCIPLINE: The discipline required to use cursive script prompts
learners to develop self-discipline internally, which is a useful skill in all areas of life.
7.PROMOTES SELF-RESPECT:The ability to master the skill of writing clearly and fluidly improves children’s confidence to
communicate freely with the written word. Handwriting is a vital skill for life.

62. 8.Multisensory training in the language
Cursive handwriting stipulates disciplined and wavy hand movements while recognizing letters. All of these can impact in providing better multisensory training to
children in learning the basics of language.
9. Activates the Right- hemisphere of the Brain
Writing and comprehending text in cursive handwriting needs special abilities. Traversing through cursive text can improve attention, cognition, and visual
processing. These inferences are outlined in research[1] conducted by Joseph B. Hellige. In this study, Joseph and the team studied which part of the brain
contributes more towards processing handwritten cursive. English native speakers were asked to read a cursive consonant-vowel-consonant presentation. It is
found that the right hemisphere has a major role in processing.
10.Assists Learning-disabled aspirants
Most of the learning disabled have challenges inferring text and connecting them with sounds and spellings; cursive handwriting can help them decode the
process. According to the International Dyslexia Association[2], cursive style can help Dyslexic learners ( learning difficulty that primarily affects the skills
involved in accurate and fluent word reading and spelling) in better hand-eye coordination and other memory functions.

63. “Children develop their brains as well as their bodies through movement, and in the process of concentration, self-discipline,
and perseverance with an active interest, the foundations of character are laid.” Maria Montessori
Source
https://www.montessori.cz/imsp-blog/the-benefits-of-cursive-handwriting-p214/
The Montessori method of education is a type of educational method that involves children's natural interests and
activities rather than formal teaching methods. A Montessori classroom places an emphasis on hands-on learning and
developing real-world skills.

64. Cons of Teaching Cursive
1) It can take time away from core or more “relevant” subjects.
2) It can be time-consuming and frustrating for parents.
3) If learners don’t use the skill regularly, they could forget it.
4) Penmanship is not as valued in education and society as it once was.
5) Because cursive is faster to write, it can appear less legible than print and create confusion.
6) If technology advances to the point that learners use electronic or digital gadgets to write their names, do their school work,
and communicate, will teachers eventually decide that preschoolers shouldn’t bother learning to write their ABC’s?

65. Cons of printed handwriting
Uses pre-made characters or symbols
Does not require fine motor skills
Characters are usually uniform in style and size
Printing speed is usually consistent

66. Algerian young learners learn Arabic which is written from right to left in a cursive style; that
means, when writing a word, the letters are joined together in a flowing manner, generally for
the purpose of making writing faster.
They start also learning French and write in cursive way too form left to right
So why should they learn to write in English using Printed style in the 3ps and shift to cursive in
the 4ps???

67. Resources
• https://baandek.org/posts/sandpaper-letters/
Source
https://www.montessori.cz/imsp-blog/the-benefits-of-cursive-handwriting-p214/
https://www.wikihow.com/Teach-Handwriting
https://www.facebook.com/search/top?q=teaching%20vowels