Abstract
The development of writing skills is recognized as an imperative process in initial education as a basis to achieve other essential learning for life. For example, during children´s growth, writing skills are the means par excellence for their socialization and interaction with their environment. In the context of 21st-century education, the development of writing skills seems to be linked to a very complex set of key factors, about which there is still not enough clarity. With the purpose of increasing the understanding of this phenomenon, a 40-year systematic literature review of published studies on that matter was carried out. The results show the importance of integrating gross and fine motor skills, the use of ICT and the development of writing skills in game-based learning environments and reveal the relevance of performing a curricular articulation of physical education and ICT-mediated writing in early childhood education.
Highlights
A priority in educational systems around the world is the development of writing skills in children
The review focused on key factors for the development of writing skills, to identify which of them are acquired through the development of gross motor skills and which are susceptible to be obtained directly with Information and Communication Technologies (ICT)
Three main guiding questions were defined as review drivers: (1) What are the key factors in the development of writing skills? (2) Which of those key factors are directly linked to the development of gross motor patterns? and, (3) Which of those key factors may be augmented through the use of ICT?
Summary
A priority in educational systems around the world is the development of writing skills in children. In the absence of ICT, the child must properly develop certain basic pre-writing motor skills before learning to write. In the context of a hyperconnected and increasingly digitally-mediated world, writing skills and their prior motor development are different from the ones that children acquire in traditional teaching contexts.
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