The Impact of Teacher Intervention on Early Writing Development in KG1 Students

This study examines the effectiveness of intentional teacher interventions, including parental involvement, deliberate errors, multisensory learning, and scaffolding, in enhancing the early writing development of Kindergarten students (ages 3.5–4). Using a quasi-experimental design, the study involved 26 students divided into intervention and control groups. The intervention group received structured support through techniques such as deliberate modeling of letter formation, error correction practices, targeted fine motor activities, and kinesthetic learning approaches. Findings revealed significant improvements in fine motor skills, letter formation, and writing quality among the intervention group compared to the control group. Students exposed to these techniques demonstrated enhanced pincer grip, consistent letter proportions, and better overall writing organization. The integration of multisensory learning and parental involvement further accelerated skill acquisition and motivation, with students confidently applying learned skills during independent activities and free play. These results underscore the importance of providing young learners with targeted, interactive, and scaffolded interventions to foster confidence, competence, and foundational writing skills. The study highlights the need for further research to explore the long-term impacts of such strategies across diverse educational settings.