Learning to Write: Attitudes and Theories about learning to write

Writing learning in childhood has a sequence of developmental stages. These include motor control development, symbol representation through drawing, imitation of adult writing, understanding that writing conveys a message, and finally, mastering the rules of writing in a specific language.
The ‘environmental theory’ suggests that writing ability develops in response to the surrounding environment. For example, if caregivers frequently write or discuss written texts, the child is more likely to become interested in writing.
According to ‘cognitive processing theory’, learning to write demands cognitive skills like memory, attention, perception, and thinking. Children need to understand that marks on a page represent spoken words and concepts, and must remember and manipulate these marks correctly.
‘Piaget’s stages of cognitive development’ considers writing to be part of symbolic play, which arises during the preoperational stage (2 to 7 years). Piaget argues that children progress from drawing as play, to understanding writing as a form of communication.
Vygotsky’s ‘sociocultural theory’ stresses the importance of social and cultural contexts in learning to write. Children gradually internalise cultural tools for writing, first by copying adults, then through assisted writing, and finally writing independently.
From the ‘orthographic processing perspective’, learning to write involves recognising and forming individual letters, learning spelling rules, and understanding that spelling is related to pronunciation in systematic ways.
‘Metalinguistic awareness’, the understanding of language as a system that can be explored and manipulated, is seen as crucial for developing writing skills.
Attitudes towards learning to write are often shaped by individual characteristics and experiences. Positive attitudes can be encouraged by providing an enriching environment including written texts, emphasising the value and usefulness of writing skills, and offering praise and reinforcement.
Spelling development in children typically follows a sequence of stages from precommunicative and semiphonetic, to phonetic and transitional, and finally conventional spelling.
Handwriting evolves from uncontrolled scribbling to controlled scribbling, then pseudo letters and standard letters. Letter formation and sizing become consistent around seven years old.
Personal, social, emotional development is also intertwined with learning to write. Writing can be a means for expressing emotions, ideas, and identity, nurturing confidence and self-esteem.