Recent research from Kindred Squared, an early years charity, highlights a growing concern among early years practitioners: an increasing number of children are starting Reception without key life skills. Findings include children unable to eat independently, still in nappies, and struggling with basic self-care routines.
They are indicators of wider developmental delays before formal education even begins – and they have significant implications for learning, including handwriting development.
Lack of basic skills due to screen time
More children are starting Reception without the basic skills they once had. Delays in independence affect confidence, attention and readiness to engage in learning. At the same time, fine motor skills, postural control and hand strength, all essential precursors to writing, are often underdeveloped. Teachers frequently report that more pupils are struggling to sit upright for sustained periods, hold a pencil effectively or control small movements with precision.
Research also points to increased screen exposure at the expense of hands-on play. Many children are entering school more familiar with “scrolling” than turning the pages of a book.
Reduced exposure to physical books can impact language development, visual tracking and early print awareness. These experiences matter. They shape how ready a child is to engage with the physical and cognitive demands of writing.
Long-term impact on cognitive development
Writing is not an isolated skill. It is built on layers of physical, sensory and cognitive development. Weak core strength, limited hand control and little play directly affect handwriting readiness. Without these foundations, children may struggle with stamina, accurate letter formation and writing fluency. When the physical effort of writing is too great, cognitive energy is diverted away from composition and creativity.
New Writing Framework reinforcing importance of writing
The Department for Education’s new Writing Framework reinforces that handwriting and writing must be developmentally appropriate. It emphasises that early writing skills are rooted in movement, talk and play.
Crucially, handwriting should be taught separately from phonics to ensure clear progression and secure formation habits. Purposeful play remains central including building, mark-making, threading, climbing and other physical activities develop gross and fine motor skills, coordination and spatial awareness.
Play is Learning Petition put to Government
Screen time is edging out play in many pupils’ lives. Growing concern has led to the Play is Learning petition being put before Parliament, calling for greater recognition of play-based learning in early education policy. It reflects what practitioners are already seeing daily in classrooms and early years settings. These themes are echoed in Ready at Seven by Darleen Smith, which highlights the importance of giving children time to develop before formal academic pressure intensifies.
So why does this matter for writing?
Strong handwriting outcomes start long before a pencil is picked up. Supporting physical development and play is key. By aligning classroom practice with the Writing Framework and by strengthening teacher training and resources in early development and handwriting instruction – we can rebuild the strong foundations children need, not just for writing, but for learning as a whole.