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Writing skills for 4 year olds


Writing Development by Age | Understood

Learning to write involves many skills. Kids need fine motor skills for handwriting and typing. Getting words on paper also requires spelling and other skills closely related to reading.

Writers need to organize their thoughts. As they get older, they’re expected to use more complex sentence structure and vocabulary. They also have to do more planning, drafting, and revising. Many kids have a tough time using these self-regulation strategies in writing.

Kids develop writing skills at different rates. But they tend to meet certain milestones by certain ages. Here’s how writing skills typically develop as kids get older.

Toddlers (ages 1–2 years)

  • Hold crayon in clenched fist
  • Understand that crayons are used for making scribbles

Preschoolers (ages 3–4 years)

  • Draw wavy lines across the page that look like lines of text from a book
  • Make distinct marks that look like letters and that are separated from each other
  • Write some actual letters, especially the letters in their name
  • May write their name
  • May try different kinds of writing, like writing a list or a card
  • May start to draw pictures and label them using letters or letter-like marks

Younger grade-schoolers (ages 5–7 years)

  • Hold pencil correctly and form letters accurately
  • Know the sounds letters make and spell words based on how they sound
  • Spell some common words that aren’t spelled the way they sound (often called sight words)
  • Use different endings for the same word, like walks, walking, and walked
  • In kindergarten, label pictures with a few words and begin to write simple sentences with correct grammar
  • By the end of first or second grade, write a page or more about personal experiences and what they’re learning in school
  • May start using different types of writing, like narratives and opinion papers (“Why I liked this book”)

Older grade-schoolers (ages 8–10 years)

  • Spell words using knowledge of prefixes, suffixes, and root words, like helpful, helpless, and unhelpful
  • Write more complex sentences and use a variety of sentences to express ideas clearly
  • Use different structure and content for different kinds of papers (narrative, informative, and persuasive)
  • Understand the process of planning, drafting, and revising, and begin to use strategies for each of these steps
  • May start to use source materials to gather information for writing
  • May begin to type fairly quickly on a keyboard, if the school teaches this skill

Middle-schoolers

  • Continue to develop typing skills, grammar knowledge, and vocabulary
  • Write more complex narratives that describe personal experiences
  • Cite sources in informative/research papers
  • Write argumentative papers that support claims with reasons and evidence and that consider opposing positions
  • Use strategies for planning and revising, including how to search for accurate information on the internet

High-schoolers

  • Continue to develop typing skills, grammar knowledge, and vocabulary
  • Write longer and more complex papers on various subjects (science, social studies, literature)
  • Use planning strategies to search for and combine information from multiple sources
  • Continue to develop strategies for revising

Remember that all kids are different. A child might do well with one skill but still be a little behind with another. Struggling with writing doesn’t mean kids aren’t smart. Some kids just need more support to thrive as writers.

If you’re concerned that a child isn’t hitting many of these writing milestones, find out why some kids have trouble with writing.

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    About the author

    About the author

    Gail Belsky is executive editor at Understood. She has written and edited for major media outlets, specializing in parenting, health, and career content.

    Reviewed by

    Reviewed by

    Charles A. MacArthur, PhD is a professor of special education. He researches writing instruction, self-regulated strategies, and assistive technology.

    How to Help 3 & 4 Year Olds Learning Handwriting

    “How do you teach 3 & 4 year olds to print letters and numbers?”

    You don’t.

    Sorry for the click bait headline but it’s the truth: you don’t need to be working on handwriting (or printing) with 3 and 4 year olds.

    It’s not the right time for that.

    Although three and four year olds are (typically) not developmentally ready for handwriting skills, a myth has formed that handwriting and letter formation is, in fact, a preschool skill. This myth is in large part due to a shift in academic standards asking children to learn/do more earlier in life (Almon & Miller, 2011).

    There’s also an expectation that children will enter kindergarten with skills that are not developmentally appropriate (Faguano, 2019). Handwriting and printing letters is one such skill.

    This post is a collaboration between me (Susie from Busy Toddler, BA in Elementary Education) and Laura of The OT Butterfly, pediatric Occupational Therapist.

    I love a good topic sentence to here’s the goals of this post:

    1. Acknowledge the current myths around handwriting as a preschool activity
    2. Give you more context around just how complicated this skills is
    3. Provide ideas for what you can do at home to help your child form PRE-writing skills

    Let’s talk child development and handwriting

    Handwriting is a visual motor skill that develops over time.

    Handwriting requires a whole host of foundational skills for a child to be successful and ready to (literally) put pen to paper.

    Here are some of the foundational skills that go into handwriting:
    • Core strength to hold their body upright
    • Postural stability to support fine motor precision
    • Strong pincer grasp (to pick up the pencil)
    • Arm and hand strength (can they manipulate an object one-handed?)
    • Ability to cross the midline (crossing their arm from one side of their body to pick up something on the other side)
    • Concentration skills for focus
    • Visual memory skills (to remember, copy, and translate how a letter looks)
    • Visual motor skills for their eyes and hands to communicate
    • AND MANY MORE THAN EVEN THIS

    All that to say: there is a lot more that goes into handwriting than might be immediately considered.

    We can’t ask a child’s body to develop faster just to get them to write earlier.

    What is the sequence of visual motor skills?

    Similar to many, many other skills in childhood, developing visual motor skills follows a predictable sequence.

    1. Visually recognize shapes and letters (we can’t expect them to draw what they don’t “know”)
    2. Tracing shapes and letters (this gets skipped a lot – tracing is a HUGE step)
    3. Imitating a shape or letter (using step by step guidance for each stroke)
    4. Copying shapes and letters
    5. Independently drawing a shape or writing a letter.

    These five steps, this sequence, is not expected to happen over night and will take many months and years. This is yet another plug for “you cannot rush into handwriting.”

    Just like kids walk before they run, there are a lot of skills to build before they’re ready for learning handwriting

    The truth is: rushing into handwriting before a child has truly mastered and developed all the skills needed to successfully print letters and numbers can often lead to a frustrating process and potential problems (Faguano, 2019).

    Expecting children to learn a skill before they have the ability
    to store and call upon prior learning, can lead to a number of problems.

    No one wants handwriting to be something kids dread. We want a smooth transition into writing, if possible.

    We can often give our children that by giving them the gift of time. It’s noted that children often learn better literacy skills through natural processes than through drilled activities – handwriting included (Faguano, 2019).

    There’s also bone development at play here: don’t forget that piece

    While some kids will master these foundational skills earlier than others, and may start putting pen to paper sooner, remember that is not typical of all children and is not a sign that your child is behind.

    But if you have concerns about your child’s motor skill development, trust your instincts and talk to their pediatrician not people on the Internet.

    It also requires that the bones in a child’s hands have developed – and again, that’s not something we can rush just because we “want” to get our child writing or because our neighbor’s child is already printing.

    Hand bones develop throughout childhood. No amount of pressure to write earlier will make those bones grow any faster.

    Activities to grow foundational skills for learning handwriting

    In the preschool years, let’s shift focus from “teaching handwriting” or “working on printing letters” back to more developmentally and age appropriate pre-writing activities.

    These are activities that provide children the chance to work on those foundational skills that are so important.

    Now, these activities are NOT a check list. This is not “try it once and move on.” These are on-going strength building activities. Imagine only doing leg-day one time at the gym and saying “I’m good! Mastered those lifts and ready to move on.”

    Continuing to do these strength and skill building activities with your child is IMPORTANT. So important that it calls for all caps.

    LOOKING FOR ONE-ON-ONE SUPPORT? Schedule a consultation HERE with Laura from The OT Butterfly.

    Quick pre-writing skill building activities to add to daily life:

    (First, let’s get a simple list of easy things in day to day life that build writing foundational skills – things you don’t need a blog link for)

    • Letting kids dress themselves
    • Zipping up jacks
    • Play dough
    • Lacing beads
    • Craft projects (painting, coloring, etc)
    • Playing at a playground or park
    • Climbing
    • Building with blocks or bricks
    • Puzzles
    • Digging in dirt or sand
    • Feeding self and using utensils

    10+ Fun and Easy Pre-writing Activities for Preschoolers

    (Click the photos for full descriptions of the activities and supply lists)

    Toy Parade: Crossing the midline, fine motor movements, visual motor skills

    Save the Pups: Arm and grip strength, visual motor skills, crossing the midline

    Working on a Vertical Surface: Arm strength, body strength, concentration

    Pouring Station: Visual motor skill, arm and grip strength, crossing the midline

    Threading Station: Fine motor skills, pincer grasp, visual motor skills, hand strength

    Animal Rescue: Grip strength, motor skills, concentration

    Match & Glue: Grip strength, body stability, visual motor skills

    Dot Sticker Line-up: Visual motor skill, fine motor skills, concentration

    Baking Soda Bin: Fine motor skills (pincer), grip strength

    Color Mixing Bin with Peri Bottles (yes, peri bottles): Grip strength, body stability, visual motor skills

    Painting Toys: Concentration, grip and arm strength, body stability

    Puzzle Unwrap: Fine motor skills, visual memory, crossing the midline

    The Quick Summary

    Do you need to be teaching your preschooler how to write letters? No.

    We don’t need to be pushing children into this skill earlier – and earlier is usually not developmentally appropriate and can lead to this being a very frustrating skill.

    Is it possible some kids will pick up a pencil at an early age and start writing? Absolutely. Just like some kids will pick up a bike early and are like “I got this.” But also, early bike riders aren’t better bike riders as adults… and early writers aren’t better writers. They’re just early.

    What can you do to help your child be ready for writing? Get those foundational skills brewing. Give them every chance to work with their hands, to build grip and arm strength, to reach, stretch, manipulate, and create. Make their whole body development the focus rather than zooming in on one skill (like printing letters).

    Support their future in handwriting with opportunities to grow and develop at their own pace – no need to rush this skill. In fact, it’s a great skill to let kids really take their time on.

    References:

    Almon, J, & Miller, E. (2011). The crisis in early education: a research-based case for more play and less pressure. College Park, MD: Alliance for Childhood.

    Faugno, R. S. (2019). Pediatric prewriting stroke developmental stages: Are expectations evolving beyond the child’s natural capabilities? Journal of Occupational Therapy, Schools, & Early Intervention, 13(1), 19–39. https://doi.org/10.1080/19411243.2019.1647811

    Susie Allison, B.A. Elementary Education

    Author and Creator

    Susie Allison is the creator of Busy Toddler and has more than 1.6 million followers on Instagram. A former teacher and early childhood education advocate, Susie’s parenting book “Busy Toddler’s Guide to Actual Parenting” is available on Amazon.

    From scrawl to handwriting: how to develop writing skills in a child - Parents.ru

    Development

    Photo
    Getty Images/Moment Open

    teacher

    Famous teacher Vasily Sukhomlinsky wrote: "The origins of children's abilities and gifts are their fingertips. .." It has long been known that the development of fine motor skills is the development of the corresponding parts of the brain, the training of muscle memory, perseverance and attention, and preparation for learning to write. But here it is important not to miss the moment and do everything necessary to make it easy for a child to study in elementary school. Vladimir Bekhterev suggested teaching children how to hold a pencil correctly from one and a half to 2 years old - otherwise, in his opinion, graphomotor skills (movements of the writing hand) could be incorrectly fixed and potential abilities would fade away. When does it really need to be done?

    Good handwriting is formed not by those who learned to write capital letters before others, but by children whose hand and perception were correctly and in time prepared for learning to write!

    There is a time for everything

    The formation of hand movements begins gradually during the first six months of a child's life: the hand, tightly clenched into a fist, straightens, the fingers try to perform the simplest movements to grasp objects. However, before a child's hand begins to resemble the hand of an adult, a rather significant time passes.

    • From 10–11 months to , actions become functional: the child tries to use the object for its intended purpose. During this period, the actions of the hands are improved: the cam is unclenched, the fingers act more independently.

    • In the second year of , the baby does not just manipulate objects, but wants to find out what actions can be performed with them.

    • The third year is determined by the fact that the child actively and purposefully begins to use objects for their intended purpose and experiment with them. The child's hands are in constant motion, at work.

    • At the age of four years old the child finds himself in a kindergarten among many games and didactic materials. With his hands, he begins to master sensory "standards": size, length, shape, surface structure. The baby goes from sensation to perception, from perception to representation, from representation to understanding.

    • In the fifth year of life, previously acquired skills are improved, new interests appear. The kid is happy to demonstrate crafts made by his own hands, and talks about how they were made. If a child’s hand has been developed from birth, then he improves his “manual” skills: he masters more complex methods of folding, bending, winding and pouring, uses fabric, paper, wire, foil, auxiliary and natural materials, uses various tools and materials. An attractive activity is stenciling numbers and letters. This is the last step in preparing the hand for writing.

    Photo
    Katarzyna Bialasiewicz Photographee.eu/Getty Images/iStockphoto

    Children under the age of 4-5 should not be given pens and felt-tip pens: in order to get a point or a line with them, you just need to lightly press. Drawing with pencils requires some effort, which forms the pressure necessary for further writing. It is best to use simple and colored pencils, brushes, wax crayons at an early age, and postpone pens and felt-tip pens until elementary school.

    Where are your pens?

    Writing is one of the most complex processes that a little man has to learn. The ability to write requires not only good development of the small muscles of the hand, coordination of movements, but also perseverance and patience. The development of these particular skills should be given special attention before moving on to writing capital letters, syllables and words. The better the child's hand is prepared for writing, the easier it will be for him to master the process itself later. What can help you?

    • Games for the development of tactile perception "train" the sensitivity of the fingers, helping them learn to identify such qualities of an object as softness and hardness, shape, weight, temperature, texture. “Recognition” by the child of objects by touch in the future makes it possible to hold the hand correctly, regulate the strength of its grip and improve muscle tone, which makes hand movements more accurate.

    • Massage is one of the types of gymnastics. It has a general strengthening effect on the muscular system, increasing the elasticity and contractility of the muscles. Hand massage helps to relieve motor tension in the muscles of the hands and develops the flexibility and mobility of the fingers.

    • Finger games play a special role in the development of fine motor skills. Finger games are the performance of rhyming stories and fairy tales with the help of fingers. They allow you to correct the movements of each finger individually and relative to each other, train the accuracy of motor reactions, develop dexterity, the ability to control your movements, and concentrate on one type of activity.

    • Work with the designer and mosaic is also aimed at improving the coordination of hand movements and the development of touch.

    • Modeling from clay, plasticine and dough develops fine motor skills well, strengthens the muscles of the fingers, develops “fine” hand movements, strengthens the skills of tactile examination (during the modeling process, something constantly needs to be kneaded, rolled or flattened).

    • Drawing improves the coordination of finger and hand movements, helps to overcome uncertainty and stiffness of movements. This activity is very useful and loved by all children! After all, you can draw in different materials and ways.

    • Physical exercises are good for training the small muscles of the hand. They are based on grasping movements and the dosage of hand strength and contribute to the development of accuracy of movements. Here are some examples of such activities. Games with gloves. Sew fabric Velcro onto the glove so that the thumb can stick to the others. Alternately "glue" the thumb to the rest of the fingers of the hand.

      "Dry Pool" . Fill a large container with cereals, beans, peas, beans, pasta, plastic stoppers, felt-tip caps, etc. Ask the child to put his hands in the "pool" and let him find the small toys hidden there.

      Spool of thread games

      Sock games

      • Fill small socks (or bags) with different grains. Let the baby crumple them with one finger, two and the whole palm. Such an activity is well suited for the development of tactile sensations;

      • sew large beads onto the socks, put the resulting massager on your hand and move it along the palm (back) of the child.

      Toothbrush games . First rub the pad of each finger with a toothbrush, and then slowly lower to its base. At the very end, massage the entire palm.

      Games with buttons, beads

      • Show your baby how to string large beads and buttons onto a fishing line, alternating them;

      • Play "skiers" by placing your index and middle fingers in the recesses of the large buttons and move around the table like a skier is walking.

      Lace play . Offer your child multi-colored bright shoelaces: let him tie them, twist them, lay out shapes, letters and numbers from them on the table.

      Photo
      Lacheev/Getty Images/iStockphoto

      little tricks

      . You can start from 2–2.5 years old, when the child can already fix and remember the correct position of the hand. There are several simple and effective ways that allow the baby to master the correct position of the fingers and hand for further writing.

      1. The first are specially designed pencil tips. Thanks to them, it is simply impossible to take a pencil wrong! Such “simulators” are available for both right-handers and left-handers. Similar nozzles can be found in various colors and in the form of animals or cartoon characters.

      2. The second is exercise. For example, ask your child to hold a napkin with their ring finger and little finger, and take a pencil with their free fingers - the correct grip is formed in a natural way. Option for the little ones: offer the crumbs to “put” the pencil to bed. What are we doing? We put the pencil in the “crib” - on the middle finger, under the head “pillow” - index, and on top of the “blanket” - thumb.

      3. Third - the use of triangular pens and pencils, which, due to their shape, allow children's fingers to take a natural and correct position (grasp the pencil from three sides). If we talk about the thickness of the pencil, then the younger the child, the thicker the pencil should be. The skill of writing is just beginning to form, and it is much more difficult to keep a thin rod (and even more so to manipulate it!)

      How to determine at preschool age whether a child's hand is ready for writing? The accuracy of graphic actions depends on the development of fine motor skills, dexterity of fingers and hands, and the coordination of their movements. The development of fine finger movements can be judged by observing how the child draws or paints over the details of the picture. For example, if he constantly turns the sheet, that is, he cannot change the direction of the lines with the help of subtle movements of the fingers and hand, then the fingers are poorly developed. Svetlana Voronina, a methodologist, and Lyudmila Nogina, a psychologist at the Chudo-Sad Center for Children's Hospital (St. Petersburg), offer simple tests.

      Hand writing can be assessed by testing at home.

      • Invite your child to shade the shape or outline of an object. Normal: the strokes should be even, parallel, spaced at the same distance from each other, not going beyond the boundaries of the image.

      • Have him color the object in the picture.
        Normal: the strokes should be even, made with medium pressure, without gaps, taking into account the outlines of the borders.

      • Offer to continue the given pattern in a notebook with a large cell.
        Normal: the child sees the cage, its dimensions, performs the task carefully, strictly according to the model, if there is an inclination, it also makes an inclination.

      From dot to letter

      You can start learning to write with ordinary strokes or sticks that the kid will draw on a blank sheet of paper the way he wants. No need to try to control the shape and size of the squiggles! Let the baby get used to the position of the hand, which is necessary for writing, and learn to control its movements. Gradually, you can move on to drawing "patterns" on a lined sheet of paper - such an activity perfectly trains the eye and helps to form a sense of the boundaries of the line.

      In the future, in mastering the first writing skills, you will be helped by:

      Coloring

      Coloring pictures is one of the most favorite activities for children. Coloring books can be offered to the baby from the age of three. You just need to choose them according to the age of the child, his interests and preferences. The younger the baby, the larger should be the pictures that he will color. When his hand has mastered the basic movements necessary for coloring, complicate the tasks. For example, show how you can color a picture using the hatching method, and ask your child to do it on their own. Let him shade the details of the picture with a slope to the left, to the right, from top to bottom, from bottom to top, from the center to the edge and vice versa.

      Photo
      Photodisc/Getty Images/Image Source

      Drawing

      It is useful to draw with your child images that combine different lines: vertical, horizontal, straight, wavy. Try to connect graphic elements (using arcs, lines, zigzags) and draw ornaments, patterns. This is a good exercise for training the eye and developing the skill of uniform hand movement on paper.

      Copybooks

      Work with children's copybooks is a good addition to coloring lessons. In such notebooks, instead of letters, the baby is invited to trace different shapes, contours, images, curls and dashes.

      Letters

      At the age of 5-6 years, you can start learning how to write letters. Here it is important to explain in detail and show the child in what sequence the elements of the letters are written, with what proportions. It is best to start with the simplest letters (“o”, “s”, “a”, “l”), gradually moving on to more complex writing. Reinforce the skill by regularly asking the child to write his name (for example, on notebooks, educational books and magazines, etc.), sign a postcard to his sister, grandmother, aunt, etc.

      Starting to teach a child to write, tune in to the fact that not everything will turn out right away. Most likely, at first the successes will be modest: the kids squeeze the pencil tightly while writing, and the fingers get tired very quickly. Do not force the child to write for too long and regularly (after 3-5 minutes) do relaxation exercises (squeeze and unclench fingers several times, lightly massage the forearms and hands). Do not scold the baby and do not compare his achievements with the successes of other children. Having beaten off the desire for learning in this way, it will be simply impossible to teach him to write beautifully in the future. Save all children's work and after a while compare the results, noting clear progress.

      teacher at the Aristotle educational center, teacher of the Art of the Word program for schoolchildren

      Seize the moment

      Elena Razukhina, teacher at the Aristotle educational center:

      — Should preschoolers start learning capital letters? Some will say: "Yes, it will be easier at school." Others will object: "No, it's still early." How to proceed? Of course, it is necessary to develop the movements of the writing hand (and learn to write), but first the child must learn, put in his memory a graphic image of printed letters. Capital letters are much more complex elements for an unprepared perception and an unprepared hand of a baby. With a child of older preschool age, who already knows how to print block letters with a pencil, you can work with coloring books that have separate elements of capital letters, and use a notebook in a ruler.

      There is another point that explains why you should not immediately move on to a full-fledged letter. Mastering each specific letter on paper, you must strictly follow the rule of writing it and connecting it with other letters. Few parents know or remember what those rules are. Imagine such a situation. You have already taught your child how to connect letters and write words, and in the first grade, the teacher will explain to him differently how the letter “o” is connected to the letter “b” (or “o” to “m”). For a first-grader, how the teacher evaluates his work plays a big role, and then he finds out that he writes incorrectly. Of course, unnecessary experiences will follow. Who needs it? It is better to check with the teacher directly in the course of training in the first grade which recipes to purchase for homework, and slowly, after school, practice with the child. In addition, in children who learned to write too early, handwriting often deteriorates due to the fact that the hand has not yet been trained and gets tired quickly.

      More useful materials about child development - in our channel at Yandex.Zen .

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      Recipe. We write in Russian. Development of reading and writing skills

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      Quantity of goods Recipe. We write in Russian. Development of reading and writing skills. (for children 5-10 years old)

      Article: IV-1016 Categories: Manuals from Valeria Ivleva, "Recipe" series, Notebooks for classes from 1 to 13 years old Tags: Age 4-7 Reading, Age 7+ Simulator, Valeria Ivleva's Benefits, Reading 7+ years

      • Description
      • about the author

      Classic copybooks that allow you to smoothly transition from typing letters to italic Russian calligraphy. For bilingual children who are learning Russian, they already know how to read and begin to write in Russian. These are the best classic Russian copybooks adapted for bilingual children. The format of a school notebook, rulers identical to school ones, calligraphy according to the Federal State Educational Standard.
      Each copy of the series serves to develop specific skills and is a whole educational complex that does not require other manuals and workbooks.
      The copy-book complies with modern school standards and has the size and layout of a school notebook. Large colored samples of block and capital letters with arrows showing the spelling, as well as exercises for writing the elements of the letters, then the letters themselves, and finally the words, provide a quick mastery of Russian calligraphy.
      The writing of each letter is considered step by step, moving from its printed version to cursive, and then to writing whole words.
      Cursive can be used in parallel with school allowances and even instead of them in the case of home or distance learning. Quite enough to master and consolidate the skills of Russian calligraphy.
      Russian calligraphy is easy with our copybooks!

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      All rights reserved. No commercial use without license from Vikaraskina Inc. No part of this product may be reproduced in any form without permission of the owner. For individual use only. All inquiries [email protected]

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      My name is Valeriya Ivleva , author and publisher of children's developmental and educational books that have been pleasing (I hope!) children and parents for more than 15 years and helping them learn and develop. They are used in many private schools and kindergartens. Mother of two adult children who help me create my books and grandmother of two wonderful grandchildren. I live in three countries: in Poland, Belarus and Russia. I believe that all people should be able to live and work where they are interested and comfortable, and the more languages ​​a child knows from childhood, the more flexible his mind, the deeper his intellect, the wider his opportunities.
      I travel a lot and see how many children in the world study Russian, write and think in it. I think it's great and I try to participate in it. According to my manuals, and not only in the Russian language, children in different countries study. In recent years, I have adapted many teaching and development aids for bilingual and multilingual children and created many new ones. All of them have been successfully tested by many children and parents and have shown excellent results.
      My textbooks, workbooks and educational aids are compact and convenient for parents, interesting and understandable (I hope!) for children and provide a high level of learning with relatively little effort. They close all the learning gaps at school, reinforce the assimilation of knowledge and provide preparation for final tests and other standard tests.
      And I also try not to make even intensive classes boring and tiring, so that the children who study them do it with pleasure and love the Russian language just as much as I love it.
      Where you can see what I do:
      A page for bilingual Russian-speaking children.
      On the Russian site https://books-for-child.ru/, where not all books are available yet, but there are many reviews, the ability to look through them, a blog for parents, a page for schools and kindergartens, a section with gifts for subscribers and sponsors, the feedback form that I expect from everyone who wants to write to me.

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