Children who have received negative responses to writing projects can experience discouragement at the prospect of writing. Children can also face discouragement in early stage writing efforts in the absence of valid positive feedback. A good technique for adults who interact with children learning early stage writing involves giving specific, affirmative feedback. Compliment a child on including the specific color of a car or house, for example. Another good foundation for positive feedback is noting particular ideas the child expressed in writing. You can engage a child's interest in writing by asking open-ended questions on content such as about characteristics of someone mentioned or the reason he chose to write about a particular subject.
Children can experience a lack of incentive for early stage writing for a range of reasons, either singly or in combination with each other. Insufficient positive feedback can certainly contribute to an absence of incentive for writing. Factors such as the child not comprehending a reason for writing can contribute to resistance. A parent can help children make a connection between writing and the reasons for it by using notes to communicate information the parent would normally communicate orally. For example, notes could identify where to find favorite treats. Make a game by hiding handwritten notes in unexpected places to improve the child's attitude. Tangible benefits such as learning good things through written notes helps the child attach purpose to writing.
Mechanics of writing can pose a problem for children involved in early stage writing. Two particular aspects of writing mechanics pose problems at this phase of writing development. One involves poor pencil grip that makes successful execution of writing exercises physically difficult for the child. The other mechanical aspect of writing that stymies children at this age involves spelling competency. An over-awareness of spelling concerns in a particular child may engender a situation in which that child feels inhibited about writing in general. Gently guiding the child towards improvement without over-emphasis on the situation can alleviate these problems.
A lack of a broad-spectrum perception about language interacts with the three other primary problems children may experience with early stage writing. Children who understand that talking and writing constitute different forms of communication tend to have better engagement with writing. Adults promote the grasp of this idea through positive feedback on writing, which they often provide orally. A child who understands writing as a form of language separate from but related to speaking also has a better sense of purpose for writing. Children engaged in early stage writing activities best apply an innate desire for communicating with others toward overcoming mechanical challenges when they recognize the association of speech and writing as separate but related activities.