Writing the right way: Early handwriting skills can boost creativity and learning
Teaching children to hold a pencil correctly does far more than improve penmanship – it helps shape their brains for thinking, storytelling and lifelong learning.
In an age where young children spend hours each day swiping, tapping and typing, CQUniversity Adjunct Senior Education Lecturer Dr Ragnar Purje says how children learn to write can profoundly influence how they learn to think.
“Handwriting isn’t just about neat letters,” Dr Purje said. “It’s a brain-building exercise. When children learn to write by hand using the correct technique, they’re wiring their brains for creativity, critical thinking and communication.”
Decades of research show that handwriting activates the brain in ways typing does not. Studies using brain scans have found that writing by hand sparks more complex neural activity, strengthening the areas linked to language, memory and problem-solving.
“Typing on a keyboard doesn’t stimulate the same learning pathways,” Dr Purje explained. “When a child writes by hand, they engage fine motor muscles, visual recognition and cognitive control all at once. That process builds stronger mental connections and a deeper understanding of language.”
A seemingly small detail – how a child holds their pencil – makes a big difference. The tripod grip, where the pencil is held between the thumb and index finger while resting on the middle finger, is the most biomechanically efficient.
“Using the tripod grip sets children up for success,” Dr Purje said. “It provides the control, stability and endurance needed for fluent writing. Once handwriting becomes automatic, a child’s cognitive load decreases, freeing their mind to focus on what they’re writing rather than how they’re writing.”
This automaticity, he says, is the foundation for creativity and critical thinking. “When handwriting feels effortless, that’s when more advanced analytical thinking begins. Children can let their ideas flow, develop deeper narratives and express themselves freely.”
Dr Purje warns that increasing screen time is affecting this process. Research shows children now spend more than two hours a day on screens, and one in four shows developmental delays by school age – including in motor skills and language.
“These findings are a wake-up call,” he said. “If children aren’t using their hands to create and write, they’re missing out on vital brain development.”
He likens learning to write to learning a sport or musical instrument. “No one becomes good at piano by watching someone else play. The same is true for writing,” he said.
“Children need guided demonstration, followed by practice and repetition. Over time, this builds the muscle memory and neurological networks needed for fluent, expressive writing.”
Ultimately, Dr Purje believes handwriting is more than a mechanical skill – it’s a gateway to imagination.
“Writing by hand helps children connect thought to language in a very physical way,” he said. “When we get the basics right early, we’re giving young people the tools to tell their stories, think creatively and express themselves with confidence throughout life.”
CQUniversity’s Head of Educational Neuroscience Professor Ken Purnell agrees, describing handwriting as one of the most powerful – yet underappreciated – tools for learning.
“Handwriting lights up the brain like a Christmas tree – linking movement, memory and meaning in one act,” Professor Purnell said. “Typing records words; handwriting builds understanding.”
“When we write by hand, the brain integrates fine motor control, spatial coordination and linguistic processing simultaneously,” he explained. “These muscular and cognitive demands forge stronger neural connections between sensory, motor and language areas, creating the conditions for deep learning and durable memory.”
“Each handwritten word is purposefully built, not just produced by tapping,” he added.
“That physical shaping of letters and ideas engages the whole brain. It’s akin to an artist tracing information instead of creatively transforming it – one is copying, the other is creating.”
“Your pen is a cognitive gym,” Professor Purnell concluded. “If we want students to think critically and retain what they learn, we should put the pen back in their hands.”
