Cursive Writing in Early Years: A Bridge Too Far?
As I sit down to write this piece, I'm reminded of the countless conversations I've had with Early Years practitioners over the years. One topic that consistently crops up is the teaching of cursive writing in Reception. It's a subject that often leaves teachers feeling caught between a rock and a hard place - pressured to introduce cursive writing, yet instinctively feeling it's not quite right for their young learners.
First off, let me be clear: I don't recommend teaching cursive writing in Reception. But don't just take my word for it. Let's look at what the research says.
A study by Bara and Morin (2013) found that "contrary to the view commonly held by primary teachers, early teaching of cursive writing does not lead to better writing skills in later schooling." In fact, they suggest that it might actually hinder writing development in some children.
When discussing handwriting in the early years, it's crucial to consider the expert advice of organisations like the National Handwriting Association (NHA). The NHA, a charity dedicated to raising awareness of handwriting as a crucial component of literacy, offers valuable insights into the teaching of handwriting in Reception and beyond.
According to the NHA, there's no evidence to support the teaching of cursive writing from the outset. In fact, they suggest that it may be counterproductive. As Angela Webb, the Chair of the NHA, states:
"There is no evidence that learning cursive handwriting from the start provides any advantages. Indeed, it can be detrimental to the development of fluent handwriting for many children."
The NHA recommends a developmental approach to handwriting instruction, which aligns with children's natural progression of fine motor skills and cognitive development. They suggest that joining letters should not be introduced until children have mastered the basic letter shapes, which typically occurs around the age of 7 or 8 years
Their guidance suggests:
1. Focus on developing pre-writing skills in the early years, including gross and fine motor activities.
2. Introduce letter formation using simple, unjoined letters (often referred to as 'print' script).
3. Ensure children have mastered individual letter formation before introducing joins.
4. Consider introducing joins gradually, starting with simple diagonal and horizontal joins, typically around Year 2 or 3 (ages 6-8).
5. Recognise that some children may naturally begin to join letters earlier, while others may need more time.
The NHA also emphasises the importance of correct posture, pencil grip, and letter formation from the start. They argue that these foundational skills are far more critical in the early years than the ability to produce cursive script.
Moreover, they highlight the need for a consistent approach to handwriting across the school. This consistency is challenging to achieve when cursive is introduced too early, as some children inevitably struggle and may develop poor habits or lose confidence.
This advice reinforces the point that our focus in Reception should be on developing strong foundations for writing, rather than rushing into cursive script. It's about setting children up for long-term success in handwriting, not short-term displays of seemingly advanced skills.
As practitioners, it's our responsibility to stay informed about best practices and to advocate for approaches that truly benefit our young learners.
But what about those schools that insist on teaching cursive from Reception? Well, I'd urge them to consider the developmental readiness of 4 and 5-year-olds. As Medwell and Wray (2007) point out, "The development of handwriting is a complex process involving the interaction of physical, cognitive and sensory systems." Asking children to master cursive before these systems are fully developed is a bit like expecting them to run before they can walk.
Let's consider the Early Learning Goals for writing. They state that children should be able to:
- Write recognisable letters, most of which are correctly formed
- Spell words by identifying sounds in them and representing the sounds with a letter or letters
- Write simple phrases and sentences that can be read by others
Nowhere does it mention cursive writing. So why are we adding this extra layer of complexity?
Now, I know some argue that teaching cursive from the start means children don't have to relearn letter formation later. But this argument doesn't hold water when you look at the evidence. A study by Schwellnus et al. (2012) found no significant difference in legibility or speed between children who learned cursive from the start and those who transitioned to it later.
Moreover, we need to consider the impact on children's motivation and self-esteem. As Hugo Kerr, author of 'The Cognitive Psychology of Literacy Teaching', so eloquently puts it:
"The cognitive effort involved in joining up is obviously large and also obviously reduces capacity to think...adding a large and difficult cognitive task, like cursive writing, to an already rather difficult task in a highly competitive environment is a costly affair, especially for the weaker students."
In other words, when we ask children to focus on the mechanics of cursive writing, we're taking away cognitive resources that could be used for composition, spelling, and developing ideas. Is that really a trade-off we want to make?
But what about those schools that have already implemented cursive writing in Reception? What should they do? Well, my advice would be to take a step back and reflect. Ask yourselves:
1. Are all children benefiting from this approach?
2. Are we seeing an improvement in overall writing quality?
3. Are children enjoying writing, or has it become a chore?
If the answers to these questions aren't positive, it might be time to reconsider your approach.
Remember, the goal of early writing instruction isn't to produce perfect handwriters. It's to foster a love of writing, to help children see writing as a means of communication and self-expression. As Graves (1983) famously said, "Children want to write."
Our job is to nurture that desire, not stifle it with unnecessary complexity.
So, what should we be focusing on in Reception when it comes to writing? Here are a few suggestions:
1. Develop fine motor skills through play-based activities
2. Encourage mark-making in all its forms
3. Teach letter formation in a systematic way, focusing on correct starting points and direction
4. Provide plenty of opportunities for meaningful writing experiences
And most importantly, celebrate every step of a child's writing journey. Whether it's a single letter, a wobbly sentence, or a full story, each piece of writing represents progress and should be valued.
While I understand the pressure schools face to show progress, introducing cursive writing in Reception is, in my view, a bridge too far for most children. Let's focus instead on building strong foundations, fostering a love of writing, and trusting that joined-up writing will come naturally when children are developmentally ready.
For more information about the development of writing:
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References:
Bara, F., & Morin, M. F. (2013). Does the handwriting style learned in first grade determine the style used in the fourth and fifth grades and influence handwriting speed and quality? A comparison between French and Quebec children. Psychology in the Schools, 50(6), 601-617.
Graves, D. H. (1983). Writing: Teachers and children at work. Heinemann Educational Books.
Medwell, J., & Wray, D. (2007). Handwriting: What do we know and what do we need to know? Literacy, 41(1), 10-15.
Schwellnus, H., Cameron, D., & Carnahan, H. (2012). Which to Choose: Manuscript or Cursive Handwriting? A Review of the Literature. Journal of Occupational Therapy, Schools, & Early Intervention, 5(3-4), 248-258.