When does a child begin writing in montessori Method

Montessori method

  • “I’ve written! I’ve written!”


    One day a child began to write. He was so astonished that he shouted aloud, “I’ve written! I’ve written!” Other children rushed up to him, full of interest, staring at the words that their play-fellow had traced on the ground with a piece of white chalk. “I too! I too!” shouted the others, and ran off. They ran to find a means of writing; some crowded around a blackboard, others stretched themselves on the ground, and thus written language began to develop as an explosion. This tireless activity was truly like a torrent. They wrote everywhere – on doors, walls, and even at home on loaves of bread. They were about four years old. The discovery of being able to write appeared as an unexpected event. (From The Secret of Childhood by Maria Montessori – page 123)




The child beginning to write is a milestone in his growth. That moment is a synthesis of many things that have happened within the child. Co-ordination of the wrist, fingers, shape and perhaps sound too. When reading this, it may seem like an ordinary event, but, for a moment visualise this:

The hand of a 3.5 year old child – thin wrist, tiny palm, little fingers – sitting down, picking up a pencil with those little fingers, holding them, bending his back, neck and head towards the paper in front of him and drawing a single line.

What a momentous, joyous occasion of synthesis of many elements, and that occasion is worthy of celebration.







ideally, the child begins writing anywhere between the ages of 3.5 to 4.5. However, this depends on innumerable factors. Our responsibility is towards enabling stimulations that will help the child, when the process of writing sets in, through an inner urge from the child.

Components of writing are two-fold. One is the form which is written and the other component is the hand that holds the instrument of writing.

Hand that holds the instrument of writing:


For a child to form shapes on paper, using the instrument of writing (and in this context let us refer to the pencil) a co-ordination needs to occur. The hand and in particular the wrist needs to rest, firmly on the table. The appropriate fingers need to have the ability and strength to hold the pencil in a firm grip. These are ideal descriptions. To begin with, the wrist may rest lightly and the grip around the pencil may not be firm. That is ok. Repetition will enable alignment of the wrist and the fingers.

So, before the child begins writing there are a number of activities that he works on that help the above said co-ordination. Let us look at some examples.

Pouring Water:


This particular Exercise of Practical Life in a Montessori Environment enables hand eye co-ordination, gross and fine motor skills, ability to gauge when to stop, to name a few. On the other side, when we observe the parts that are used by child, for this particular Exercise, most of them are necessary in the skill of writing. The grip with which the child holds the jug, the firm hold of fingers on the jug are key enablers. Thus, by repeating this activity, the muscles and the grip that is necessary for writing are also strengthened.

Cylinder Blocks:


In an ideal scenario, three fingers are used to hold the knob of the cylinder and lift it. Out of these three fingers, two fingers are used when writing. By repetition of this activity, the pincer grip, is strengthened which is necessary to hold the pencil.

Sandpaper letters:


Sandpaper letters are introduced to the child, after the child has worked with Sensorial materials like Cylinder Blocks, Tactile materials, Sound Boxes. The child traces the letter with the index finger and middle finger. More the child traces a particular letter, more the child’s muscular memory remembers the shape of the letter.

When the explosion into writing occurs, the fingers holding the pencil, automatically forms the shapes that are etched in the muscular memory. With repetition, the shape is perfected.

Similarly, we can relate a number of Montessori activities that contribute indirectly towards getting the necessary muscles ready for writing. We have the possibility of labelling them as pre-writing exercises or material that is used to develop writing skills. But that was not the intention of these material. So, it is an indirect cause whose effect enables writing.

It is no ordinary feat that the child begins writing, forming those shapes with his tiny little hands, synthesizing his whole being towards that task which births from his inner urge to express something that he has felt and seen. Celebrate that moment! From that moment onwards, something changes for the child and he has taken his first step towards expressing himself to the society that is he is a part of, in more ways than one.