Why Writing Before 5 Is NOT a Goal—And What We Should Focus on Instead?

In a world full of early learning flashcards, mini whiteboards, and Instagram-worthy handwriting worksheets, it’s easy to feel like our children need to be writing before they’ve even started school. But here’s the truth: formal writing before the age of five is not a developmental goal—and it shouldn’t be.

Why Writing Isn’t a Priority in the Early Years

Children under five are still in the thick of developing the foundational skills that make writing possible. These skills aren’t just about holding a pencil—they include posture, hand and finger strength, coordination, attention, language, and even imagination. Expecting young children to form letters consistently before they’ve built those foundations can lead to frustration, poor habits, and a loss of confidence.

Let’s be clear: scribbling, drawing, and mark-making are important. But that’s not the same as formal writing, which involves structured letter formation and often too-early pressure to "get it right." The key is to avoid pushing writing before a child’s brain and body are developmentally ready.

Hand Development

Lets have a quick look at the underlying hand structure between early childhood and the tween years.

Look at the cartilage turning into bone through the process of ossification over 7 years! (Source: Bonexray)

The bones of a child’s hand are not fully developed in the early years—in fact, many of the bones in a toddler’s hand are still cartilage. As children grow, these cartilaginous structures gradually ossify (turn into bone) in a predictable pattern that continues well into the mid to late teenage years. This slow and steady development is part of why young children often struggle with tasks that require precise hand control, like writing or cutting. Fine motor coordination improves as the small muscles in the hand strengthen and the joints become more stable, but this doesn’t happen overnight. Additionally, for those children with hypermobility (Discussed last week!), it may take much much longer. By around age 5.5 - 6, most children have enough hand strength and motor planning to begin formal writing, but true dexterity and control continue to mature throughout childhood and adolescence. We have to say though, many children are beginning school before they turn 5 in Queensland, some as young as 4.5. Every year we hear from the teachers we work alongside that so many kids have poorer fine motor skills than years before. Prep is not like the old 'Preschool' used to be, with lots of play based learning, that is now solidly the domain of the Kindy Program. But compulsory Prep now means that kids are going younger, to be sat at desks, and by the end of the year, expected to write words such as the example below.

This is taken directly from a 'satisfactory' writing profile for Foundation Year (Prep), from ACARA. Note: Many children will not turn 5 until the middle of the prep year.

This long timeline highlights just how important play, exploration, and hands-on activities are in the early years—they are essential to prepare the hand for the complex task of writing when it’s ready.

What Children Need Before Writing

Here’s what matters more than writing before five:

1. Play-based fine motor development

Think threading beads, cutting with scissors, building with blocks, kneading playdough, and drawing with crayons. These activities strengthen little fingers and hands in ways that make later writing easier and more comfortable.

2. Gross motor strength and core stability

Climbing, crawling, balancing, and swinging aren’t just fun—they help children build the postural control needed to sit upright at a table and hold a pencil steadily.

3. Sensory exploration

Sensory play like finger painting, playing with mud, or drawing in sand helps children connect sensation with movement. It builds body awareness and coordination—key components of handwriting.

4. Language and storytelling

Before a child can write a sentence, they need to think in sentences. Rich conversations, storytime, singing, and imaginative play all build the narrative skills and vocabulary that will support writing later on.

5. Mark-making and pretend writing

Encouraging kids to “write” in their own way—pretend shopping lists, wiggly lines on birthday cards, drawing symbols—nurtures the idea that writing is meaningful, without the pressure of accuracy.

What Parents and Educators Can Do Instead

• Provide lots of opportunities for colouring in, drawing, scribbling, and creative artworks

• Focus on talking, listening, and storytelling

• Offer a variety of fine and gross motor activities every day

• Avoid early pressure to form letters or copy words - every scribble counts, and there is no hurry.

• Just PLAY more!

When They’re Ready, They’ll Write—And They’ll Enjoy It More

Children who have had time to develop the foundational skills first are more likely to enjoy writing when it’s introduced formally at school. They’ll have stronger fingers, better control, and a clearer sense of purpose. And perhaps most importantly—they’ll be confident.

Writing is a beautiful, complex skill—and like walking and talking, it develops best when a child is ready. Let’s stop rushing it. Instead, let’s give our children the time, space, and support they need to build strong foundations first. Because when we prioritise readiness over results, we help children fall in love with learning—not just tick a box.