• $225

Handwriting Camp

  • 3 left
  • Course
  • 2 Lessons

Handwriting Camp for 4-6 year olds Dates: August 18, 19, 20 (Tuesday, Wednesday and Thursday) Time: 9:00 a.m. -10:30 a.m. Focus: Overall body strengthening including muscles of the hands and fingers, multi-sensory learning of letter formations with a focus on upper case and lower case vowels, and with a small focus on paper pencil using the Handwriting Without Tears curriculum as a guide.

Handwriting in Nature Camp (Ages 4–6)

Three Days | 1.5 Hours Each Day | Limited to 5 Campers

Learning to write is about so much more than putting letters on paper. Handwriting supports early literacy, reading, spelling, fine motor development, visual-motor integration, attention, and confidence. When children develop efficient handwriting skills early, they are better prepared for the increasing writing demands of kindergarten and first grade while freeing their minds to focus on expressing ideas rather than forming letters.

Our Handwriting in Nature Camp provides a fun, engaging, and developmentally appropriate introduction to handwriting through movement, play, and hands-on exploration. Designed and led by a pediatric occupational therapist, this small-group intensive blends evidence-based handwriting instruction with the healing benefits of the outdoors.

Throughout this three-day camp, children will focus on learning uppercase letters and lowercase vowels using a variety of multi-sensory experiences. Rather than sitting at a table for long periods, campers will first build the foundational skills needed for successful handwriting by strengthening their bodies through climbing, crawling, balancing, lifting, and other playful activities that develop core strength, shoulder stability, and hand and finger muscles.

Children will explore letter formation using natural and sensory-rich materials, including:

  • Building letters with sticks and other nature treasures

  • Drawing letters in sand

  • Forming letters with play dough

  • Writing in shaving cream

  • Engaging in movement-based letter games and outdoor activities

These playful, multi-sensory experiences help children develop motor memory, making letter learning more meaningful and enjoyable.

Each session will also include a short period of structured paper-and-pencil practice using the Handwriting Without Tears® curriculum as a guide. This balanced approach allows children to transfer the skills they have practiced through play into functional handwriting while maintaining a positive and successful learning experience.

With enrollment limited to just five campers, every child receives individualized support, encouragement, and opportunities to practice at their own pace. Whether your child is preparing for kindergarten, entering first grade, or simply needs additional practice with early handwriting skills, this camp offers a joyful and confidence-building experience that lays the foundation for future writing success.

Come discover how movement, nature, and play can help young writers build strong bodies, confident hands, and a lifelong love of learning.

Welcome to Handwriting Camp

Research on Handwriting

Research shows that learning to write by hand supports much more than handwriting. Forming letters engages multiple areas of the brain responsible for movement, vision, attention, memory, and language. These experiences strengthen the neural pathways that support letter recognition, reading readiness, and lifelong literacy. By combining movement, sensory exploration, and evidence-based handwriting instruction, children build both the physical and neurological foundations for successful writing and learning.

References

James, K. H., & Engelhardt, L. (2012). The effects of handwriting experience on functional brain development in pre-literate children. Trends in Neuroscience and Education, 1(1), 32–42. https://doi.org/10.1016/j.tine.2012.08.001

James, K. H. (2017). The Importance of Handwriting Experience on the Development of the Literate Brain. Current Directions in Psychological Science, 26(6), 502–508. https://doi.org/10.1177/0963721417709821