The Write Start (4 page)

As they grow more comfortable holding a writing tool, children may experiment with other transitional grasps, such as a
static quadrupod
(four-fingered) grasp or a
static tripod
(three-fingered) grasp. These grasps are referred to as “static” because the fingers still hold very tightly, often high on the shaft of the writing tool, and the whole hand continues to move as one stiff unit.

As children’s skills develop and mature, they are better able to isolate out small movements of their hands while stabilizing their wrist, forearm, and upper arm at the shoulder. They are also able to move one side of the hand separately from the other, giving each side of the hand its own function. The thumb side of the hand becomes the skill side, with the first three fingers holding the writing tool like a tripod. The pinky side of the hand becomes the power side, with the fourth and fifth fingers curling into the palm. This side stabilizes the hand on the writing surface, allowing the skill side to move freely.

When children are able to achieve this grasp, which is characterized by smaller, more refined movements by the skill side of the hand, we call it a
dynamic tripod grasp
. This is considered a very efficient grasp because it accomplishes the most controlled movement with the least amount of effort. The dynamic tripod grasp is definitely one to grow on. (See “
Anatomy of an Efficient Grasp
.”)

There are a couple of variations on the dynamic tripod grasp that, while less common, are also considered to be efficient grasps. One is the
lateral tripod grasp
, in which the shaft of the pencil is held with the side of the thumb (kind of like how you would hold a key to turn it) rather than with the thumb and index finger being tip to tip. The other is known as an
adaptive tripod grasp
, in which the pencil is stabilized between the index and middle fingers.

What do these efficient grasps have in common? All of them feature some degree of what is referred to as an open web space. That means the triangular-shaped space between the thumb and the index finger (which resembles the “webbing” on a duck’s feet) forms a circle when a child holds a pencil. That open space is what gives the fingers on the skill side of the hand the freedom to make their tiny little movements independent of the rest of the hand and arm.

Some children who are attempting to hold a pencil with a tripod grasp collapse that open web space. In order compensate for a lack of control, strength, or stability, they clutch the pencil too tightly, compromising the quality of their grasp. Examples of these inefficient grasps include the
thumb-wrap grasp
(the thumb wraps tightly around both the pencil and the index finger), the
thumb-tuck grasp
(the thumb wraps around the pencil and tucks under the index finger), and the
interdigital brace
(the thumb and second or third fingers wrap tightly around the pencil). What all of these inefficient grasps have in common is a tightly closed web space. This necessitates large movements of the arm and inhibits small, refined movements of the fingers.

Armed with this basic grasp guide, you now have one very important piece of the writing readiness puzzle on your side. Is your child using an efficient grasp when drawing or coloring? If the answer is “Yes,” that’s one strong indicator in favor of your child being ready to write.

If, however, your child is still using an immature grasp, you have a clear indicator that more writing readiness experiences, including plenty of hand-strengthening activities, are needed.

If your child is using an inefficient grasp, it may be a result of taking on too much too soon. It’s best to intervene before these grasps become a fixed habit. Once writing demands increase and children are expected to write more, an inefficient grasp can take its toll. This kind of grasp can make writing slower, more effortful, and at times even painful. It is stressful to the joints of the hands to clench a tool so tightly, often contributing to tired and achy hands. Not to mention unhappy young writers! If you have concerns about your child using an inefficient grasp, discuss it with an occupational therapist (ask your pediatrician or school district for a referral) to determine the best course of action.

DIY:
Pencil Picture

 

As a reminder to children to use a proper pencil position, consider taking a photograph of their hand holding a pencil using an efficient grasp. Place the picture in their writing area to inspire them to use the “just write” grasp each time they pick up a pencil. They can also refer to the drawing of the “
Anatomy of an Efficient Grasp
.”

 

Get in Shape

Children are ready to write when they have mastered the ability to make certain simple shapes. And not before. If your child is still shaky when drawing shapes, it’s a clear sign to have them do more drawing before you introduce writing. You see, they are still working on developing what we call visual-motor control, more commonly called eye-hand coordination. And in this case, a picture really is worth a thousand words.

Emerging writers are able to confidently create vertical and horizontal lines, crisscrossed lines, circles, squares, triangles, and diagonal lines. When you see these shapes emerging clearly in your child’s drawings, you are getting a strong sense of their readiness to write.

For children whose pencil is not yet cooperating in terms of control, present some fun visual-motor activities for practice. Mazes, dot-to-dot pictures, and coloring activities help children coordinate their eyes with their hand movements; they help kids practice taking aim with their pencils until their visual-motor skills are right on target.

 

R
EADY OR
N
OT
C
HECKLIST

 

Refer to this checklist to determine whether your child is ready for writing. Your child:

 

  Demonstrates a definite hand preference when eating

  Uses a preferred hand when coloring

  Is able to use his or her non-preferred hand as a stabilizer during two-handed activities, such as mixing in a bowl or pouring into a cup

  Holds a crayon, marker, or pencil close to the tip, with the first three (or four) fingers pointed toward the paper when scribbling, coloring, or drawing

  Is able to draw simple lines and shapes

  Is beginning to draw people and objects

  Is starting to make marks that look like symbols

  Is able to complete simple mazes or dot-to-dot pictures

  Is beginning to show an interest in staying inside the lines when coloring

So now that you have a better understanding of the landmarks to look for on the road to writing, of your own role in helping to guide your young writers along their course, and of the signs that will signal when your child is ready to write, we move ahead. Preparing your child to progress from scribbling to spelling is the next stop. I can assure you there will be fun, new discoveries and accomplishments up ahead, so enjoy the ride!