The aim of this research was to examine the effectiveness of teaching pre-writing shapes in order to support writing development in Reception. Using a small group intervention model, the study followed the implementation of structured daily sessions with selected children over a period of ten weeks. During this time, children received a daily ten minute fine motor intervention delivered by a member of support staff. Each week focused on a different pre-writing shape; these strokes include the following strokes: |, —, O, +, /, , \, X, and . Each week the activities were themed around a familiar nursery rhyme. Class teachers incorporated each new stroke learnt into recorded outcomes during continuous provision and opportunities for children to revisit the activities independently were provided across the setting.
Over time, the children involved in the project demonstrated a more positive attitude to writing as well as the ability to hold and control a pencil with increased fluency and effectiveness; thus producing legible writing. The member of support staff implementing the project reported that the boys involved looked forward to the daily sessions and often asked to repeat the activities during independent learning. Class teachers were also able to identify the shift in the children’s attitude to writing. The most noticeable difference was that they were willing to incorporate writing into their play independently. As the project focused on one pre-writing shape each week in sequential order and to an age specific level, the project also gave the EYFS team a knowledge of the shapes and how best to support and facilitate the development of writing for all children.