Dear Oconee County Parents with School-Aged Children:
As educators and parents, we share a common desire, which is to give our children the strongest possible foundation for lifelong learning. One area where research has become increasingly clear is the value of teaching and practicing handwriting during the early childhood years (particularly between the ages of three and six).
Recent peer-reviewed research published in the Journal of Experimental Child Psychology documents that young children who learn letters and words through handwriting consistently outperform peers who learn the same material primarily through typing. The reason is not tradition but neuroscience. When a student forms a letter with pencil and paper, the brain uses visual recognition, fine-motor control, spatial awareness, and memory all at once. This “whole-brain” activity strengthens the neural pathways that support reading, spelling, and written expression as a student progresses.
In contrast, typing removes much of this whole-brain experience. Pressing a key requires the same motion regardless of the letter produced, offering far less opportunity for a child’s brain to understand how letters are formed and connected. Researchers refer to this as the “graphomotor advantage,” meaning the physical act of writing helps children build a stronger, longer-lasting understanding of how letters form words. For young learners, especially those just beginning to read, this difference is very important.
These findings align closely with the best-selling book The Anxious Generation by Jonathan Haidt (2024), which summarizes a growing body of research showing that excessive screen time in early childhood can interfere with healthy brain development. For children ages three to six, the brain develops through hands-on exploration, movement, conversation, and focused attention. When overused, screens can crowd out these experiences, reducing opportunities for concentration, fine-motor development, and real-world problem solving. Researchers are also examining the rise in ADD and ADHD diagnoses among Generation Z (ages 14 to 29) and Generation Alpha (our 13-year-olds and younger) relative to excess screen exposure in early childhood.
It is important to share that technology itself is not inherently harmful. Digital tools absolutely have a place in education. The issue here is timing and balance. When screens replace hands-on (tactile) learning experiences too early, children may miss critical developmental opportunities. Studies show that activities such as drawing, coloring, cutting, and handwriting are closely linked to working memory, attention control, and emotional regulation (skills that support both academic success and resilience because students must “work through” challenges).
As parents, especially parents with “early childhood” aged students (ages 3 through 6), I encourage you to prioritize play-based learning, reading physical books, handwriting, and face-to-face interactions. These practices are not a step backward; they are grounded in current research on how young brains learn and develop. By limiting screen use and emphasizing hands-on learning, you are supporting your child’s healthy academic, social, and emotional development. The work of parenting is both sacred and exhausting – hang in there – childhood’s window closes without much warning.
