FROM DRAWING TO WRITING (II)
FROM DRAWING TO WRITING (II)

Summary/Abstract: Drawing and writing are means of communication, nonverbal communication, respectively written communication. Writing is one of the most important skills that children acquire in the first 7 years of life. However, due to the complexity of the process, many children face challenges when learning to write. In this article, we assume to demonstrate that the skills of visual text creation allow for continued expression, while writing skills are learned through learning. The transition to written language becomes a step forward, provided by the necessary development tools (certain sign systems) and, of course, by the appropriate psychological conditions. We also argue that, by allowing the collaboration of the two language modes of drawing and writing, children can create more complex texts from a younger age. Writing becomes possible when it starts from a certain degree of intellectual, motor, and affective development, socialized within a certain framework. Many researchers have investigated whether there are stages of writing development in early childhood. Although there may be such stages, they do not necessarily suggest a sequential development of this behavior. The writing has its requirements, of which the transmissibility of graphic, pictographic, or graphic-lexical expression is essential. Sensory-motor process in the case of copying, pictorial imitation of forms, writing becomes a symbolic transposition in the case of spontaneous dictation or writing.

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