Early Childhood: Writing and Drawing for Mental Development - Essay Sample

Introduction

Early childhood period determines both physical and mental development in children. During this early stage of development, literacy foundations and skills are developed through a series of learning processes. Writing comprehends the learning process because it makes the child active; therefore, building more skills. Writing and drawing enable the learners to record, discover new ideas, and communicate with other people; therefore, developing their intellectuality. Children under eight years develop rapidly both physically (Copple, & Bredekamp, 2009). Intellectual growth may affect the physical development of a child. Many early childhood educators and literacy scholars have recommended for a thorough and continuous drawing as a form of writing because it improves the performance of children. Drawing is an art that enhances memory of children during their early learning. Text construction depends on the complexity of words used in writing; therefore, pictures make it easy for the child to express the desired message using simple drawings on a paper.

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Playing comprehends the development of literacy skills during childhood development. During dramas and other forms of playing, the children refresh their minds; therefore, making them active. Playing is a form of entertainment even among adults. Dramatic playing creates awareness on young learners on how to integrate the literacy skills into the real-life situation. Through playing, children interact together and share ideas. The environment used in games and sports has a lot of influences on the development of children's skills and knowledge. Researchers and scholars have linked the childhood stage with extensive playing (Boyle & Charles, 2010). Children select the type of plays they want to perform. The ability to choose the kinds of activities to do improves intellectuality and writing skills because they actively involve their minds and hands. The studies conducted by educators and researchers recommend for implementation of drawing and playing for the development of early literacy skills in children. Different symbols drawn by children represent different letters in writing; therefore, drawing form a base for improving writing and reading skills.

Children begin their learning development by drawing symbols that represent different letters. The art of drawing concentrates the brain on the topic of study, enabling the child to develop an excellent memorizing ability. Drawing forms a rehearsal before the actual writing (Boyle & Charles, 2010). The use of simple pictures to represent letters relates to the undeveloped brain capacity of the children. The complexity of word formation requires extensive exercise for effective integration of main concepts contained in the message. The educators focus on the interpretation of the simple drawings made by the children after being provided with some keywords to practice on them.

Sign creation forms an elemental part in all aspects of human life. The use of signs to convey a message starts during the childhood stage of life; therefore, adulthood character depends on the literacy skills gained during early stages of life. Analysis of literature materials provides a clear indication of the relationship between writing and reading; for example, a child starts to draw and write simple letters from the left margin towards the right margin. A learner also reads a text from the left margin to the right margin. This interrelation between writing and reading does not apply to all languages. Literacy skills change with time; therefore, educators encourage interaction between children (Copple, & Bredekamp, 2009). Socialization and engagement of all children in writing and reading sessions improve their literacy skills.

References

Boyle, B., & Charles, M. (2010). Using Socio-Dramatic Play to Support a Beginning Writer: 'Daniel, the Doctor, and the Bleeding Ball.' International Journal of Early Years Education, 18(3), 213-225.

Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101.