In France, learning cursive handwriting relies on fluidity, dexterity and a simplification of letter shapes compared with block capitals or calligraphy. The goal is therefore to learn to run the pencil across the paper to produce a message that is legible and meaningful. To do this, children need to respect the zones of handwriting, the coordinated movements needed for the writing gesture, and its progression.
The 3 zones of handwriting
Handwriting distinguishes the two lines of the middle zone, where the body of each letter is formed, from the descender zone for letters that drop below the line, and the ascender zone for letters that rise above it.
Generally, line spacing is 7 mm for the first stages of writing, so children can write large letters and learn to master their movements. In the final year of French nursery school (grande section), it narrows to 5 mm, before dropping to 3 mm to match standard primary-school exercise books. Finally, the 2 mm spacing is the one found in “grands carreaux” (large-squared) exercise books used throughout schooling.
Note that a child who is struggling can use Serpodile exercise books, which offer different line spacings, as well as coloured guide marks to guide the writing, erasable surfaces for practice, and various formats.
The 2 groups of coordinated movements
In learning handwriting, two groups of coordinated movements need to be distinguished in order to create the written trace:
- Formation, or the tracing of the 26 letters of the alphabet;
- Progression – that is, the left-to-right movement of the writing.
The child thus learns to start at the top with an anticlockwise stroke to produce round letters such as a, d, c, o, g and q. Similarly, they will start on the left for the horizontal bar of the t, and at the top for vertical strokes.
Through repetition, the child will reproduce the shape of vowels and consonants, respecting both their form and their “ductus” – that is, the direction in which each letter must be traced.
Progression in the writing gesture
Beyond forming the letters themselves, children need to learn to link them together, to set the writing in motion. At the start of learning, a child struggles to make this link, simply forming letters one after another and joining them clumsily.
It is only once the writing gesture becomes automatic that progression in writing happens naturally: the child no longer adds up isolated movements, and the trace flows at their own personal pace.
Note that a child with dysgraphia cannot automate this gesture – which results in writing that is slow, illegible and disorganised. When this learning disorder is confirmed, it requires regular sessions with a speech therapist, a psychomotor therapist or an occupational therapist to work around the difficulties encountered. A handwriting therapist (graphotherapist), specialised in handwriting rehabilitation, can also help children with dysgraphia.
