Toddlers and Preschoolers Drawing With Primary and Standard Markers, Pencils and Crayons.

In this study of another aspect of literacy development, gaining the ability to use drawing/writing instruments, both the child's performance and the parent's practices at home were assessed. Twenty children, ranging from age 2 to 4, were given a standardized copying/drawing test in all conditions - each using two sizes of markers, pencils and crayons - after they had a free drawing period. The parent questionnaire assessed the types of fine-motor manipulative activities (some of which were literacy-related, some of which were not) that were typically done in the home.

Results indicated few differences in drawing or copying quality and in grip employed for instruments of different size. There were some positive relationships between drawing quality and frequency of use of some of the literacy-related manipulative activities at home, but other manipulative activities, such as shoe lacing, were negatively related. The researchers concluded that even 2-year-olds had sufficient motor control to use standard drawing/writing instruments, but that home manipulative experiences were related to drawing quality and ability to copy geometric forms. Those children having more experiences with literacy-related manipulatives showing higher quality drawing competencies.

This study has implications for teachers who wish to facilitate the precursor literacy skills needed for writing. It also calls into question one of the commonly accepted practices of the field, that of young children's need for larger scale drawing/writing instruments. At home, practice with literacy-related materials (whatever their size) seems to be more likely to promote higher levels of drawing quality and maturity of grip than practice with other fine-motor manipulatives.

Teachers might suggest to parents to have these literacy-related materials available for very young children and to encourage their use, if literacy skill enhancement is a goal. The study reinforces the emphasis on contextual factors in the home that influence drawing/writing and points out that these factors seem to be operating even before the age of 2. Although it seems obvious that parental provision of drawing/writing instruments and other literacy-related materials will influence children's abilities to draw and write, there are many parents who are still not aware of the importance of such materials in the home context.