Cursive Alphabet – Detailed Information about Cursive Writings

Introduction

Cursive Alphabet – Digital devices are increasingly replacing traditional handwriting (Long camp et al., 2006; Kiefer et al., 2015), and as reading and writing become increasingly digitized at all levels of education, it is essential to explore the long-term effects of this practice, which is still largely unknown (Mangen and Balsvik, 2016; Patterson and Patterson, 2017).

Despite several studies confirming the benefits of learning by taking notes by hand compared to taking notes on a laptop (e.g., Long camp et al., 2005; Smoker et al., 2009; James and Engelhardt, 2012; Mueller and Oppenheimer, 2014; Van der Meer and Van der Weel, 2017), it remains unclear how computer use affects student productivity and learning (Patterson and Patterson, 2017). Due to the conflicting results, it has been challenging to agree on whether technology improves or diminishes student achievement. Therefore, it is vital to explore further the long-term implications for learning and how cursive writing, typing, and drawing processes work in the brain from a developmental perspective.

Importance of Cursive Alphabet

The Importance of Cursive Writing Versus Typing for Classroom Learning: A High-Density EEG Study of 12-Year-Old Children and Young Adults.

Handwriting, typing, or drawing: Which strategies are most effective for optimal learning in the classroom? As digital devices increasingly replace traditional calligraphy, it is essential to explore the long-term implications of this practice. Therefore, a high-density electroencephalogram (high-density EEG) was used in 12 young and 12 12-year-old children to study the brain’s electrical activity when they were writing in cursive by hand, typing on a typewriter, or drawing visually represented words of varying complexity.

Existing literature suggests that such oscillatory activity of neurons in these specific brain areas is essential for memory and encoding new information, providing the brain with optimal conditions for learning. In the drawing, we found similar activation patterns in parietal regions in addition to event-related alpha/beta desynchronization, suggesting both similarity and slight differences in the activation patterns of drawing and handwriting.

During keyboard typing, we found event-driven desynchronization of activity in the theta range and, to a lesser extent, in the alpha range in the parietal and central regions of the brain. However, since this activity was desynchronized and distinct from handwriting and drawing, its relationship to learning remains unclear. In 12-year-old children, the same activation patterns find, but to a lesser extent. Therefore, we suggest that children be involved in writing and drawing lessons in school early to establish neural oscillation patterns beneficial for learning. We concluded that supporting both activities in the learning environment is essential because of the benefits of sensorimotor integration due to greater sense involvement, finely controlled hand movements when writing by hand, and drawing to facilitate and optimize learning.

Materials and Methods Cursive Writing Alphabets

Participants to write Cursive Alphabet

Sixteen healthy school-aged children and sixteen healthy adults recruit to participate in this study at the Developmental Neuroscience Laboratory at NTNU (Norwegian University of Science and Technology). The study followed a cross-sectional design to study differences in oscillatory brain activity in cursive writing and typewriting tasks. And they were drawing among children and adults. The school-aged children recruit from 7th graders at the Waldorf school in Trondheim, who are very using to cursive handwriting and drawing. Interested parents contacted the lab for further information about their child’s participation. The adults were recruited through different lectures at the university campus or contacted through friends.

All participants were right-handed, as resolute by the Edinburgh Handedness Inventory (Oldfield, 1971). Only right-handed participants with a handedness quotient greater than +0.6 took part in the study. And also, ranging from lowest to highest, 0.65–0.93 in adults and 0.60–1.00 in children. Respectively. Four children remove from further analysis due to inadequate data or other information that could affect the data analyses (e.g., dyslexia, ADHD, or prematurity). In addition, four of the adults remove due to inadequate data and to maintain equal-sized groups. Because of this, the resulting total sample included 12 school-aged children and 12 young adults.

Cursive Handwriting: How Important Is It?

Many of us would answer: “Very important!” While Montessorians have deliberated for years whether children should learn to write first in cursive or print. We’ve all thought cursive was an essential skill. Now there is a lively debate occurring in the field of education about whether. In this age of technology, cursive handwriting is necessary.

The national educational Common Core Standards do not require cursive. As a result, many states are removing or reducing cursive instruction from the curriculum. While only a few states have deliberated and decided to keep it.

What’s the best way to respond when parents ask why handwriting is a crucial component of the Montessori environment? First, Montessori discovered the importance of learning through movement and the senses. Research corroborates the vital hand/brain connection. Proving that new pathways in the brain develop as children use their hands to explore and interact with the world. But, of course, it doesn’t need to be an either/or decision: children can be computer literate and learn cursive.

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