Prewriting and Handwriting Performance of Young Children: Analysis of Worksheet Samples Collected Post COVID-19 Pandemic

This study investigated the impact of the COVID-19 pandemic on the prewriting and handwriting skills of young children by evaluating worksheet samples collected in the fall semester of 2021 to assess potential changes and challenges that arose early in 2020 through 2021. This study does not provide a comparative analysis of pre- and post-COVID results, given the unavailability of worksheet samples prior to the COVID-19 pandemic. Rather, this study focused on discerning changes in foundational literacy skills that are critical for early educational development amid widespread educational disruptions and the abrupt shift to remote learning. The methodology involved qualitative analysis of handwriting samples from children aged three to nine, focusing on hand dominance and grasp, far- and near-point copying (specifically, legibility, size, directionality, placement, speed, and visual-motor integration), bilateral hand skills, and in-hand manipulation. The results indicate regression in handwriting proficiency across two age groups (3 to 5 years and 6 to 9 years), with younger children struggling significantly with visuospatial organization and fine motor skills and older children facing difficulties in maintaining consistent placement and speed. The findings highlight young children’s deficits in handwriting development post-pandemic and underscore the need for targeted instructional strategies to remediate these skills. Enhanced educational interventions and further research to explore long-term impacts and recovery strategies are needed.