Chapter Methods and techniques for developing calligraphy skills in primary school students

Conclusion
From the first day of school, the entire organization of a child's life changes radically. There is a new systematic activity – study. Special difficulties in the learning process are noted when writing. Overcoming difficulties is extremely important, as writing is a basic skill, without which further training is almost impossible. Calligraphy is a very important and necessary process.
Neat, beautiful works give not only competent writing, but also affect the formation of the child's world, help him grow up to be an internally beautiful person.

Chapter .2. Methods of developing writing skills
2.1. Methods of forming a writing skill: historiography of the issue
The method of teaching clear and beautiful writing was developed in the XIX-XX centuries. At the beginning of the 18th century, Peter I introduced a new form of written signs. The Russian alphabet has acquired modern typefaces. Learning to write was a complex and lengthy process. For several months, students copied the same letters in alphabetical order, then the syllables of the sentence, without being able to read what was written.
K. D. Ushinsky made a significant contribution to the teaching methodology. He began learning to read and write with an introduction to the written script, and his method went down in history as a method of writing and reading. Being not only a methodologist and teacher, but also an excellent psychologist, K. D. Ushinsky strongly recommended paying serious attention to preparatory exercises that should give children initial skills in writing the simplest elements of letters .
K. D. Ushinsky also attached the same importance to teaching writing with the initial exercise in writing elements: "Thorough, non-neglecting training gradually accelerates its course: learning that skips a lot at the beginning loses much more time to fill up these gaps." The instructions of the great Russian teacher have not lost their force to this day.
Most methodologists, when developing questions of teaching writing, proceeded from the principles of piecemeal learning of letters. So, in the" Guide to penmanship for parents, educators and educators " P. E. Gradobaev (1871), there are instructions about strokes or elements.
Methodists-calligraphers of a later period (V. P. Vakhterov, F. V. Grekov, V. S. Gerbach, I. E. Evseev) developed a coherent system of piecemeal teaching of children to write. Each element in their system acts as a clear differentiated concept and is designated by a specific term, for example:" straight line"," line rounded from below"," line rounded at the top"," line rounded at the top and bottom"," semi-ovals"," left oval","right oval".
In the" Methodical Manual of teaching writing " (1899), V. S. Gerbach deduced a number of essential didactic requirements that should be met by a rational method of teaching schoolchildren to write:
a) arousing curiosity and a desire to learn;
b) development of self-activity and the ability to observe, remember, compare.
The author believed that learning to write should be structured in such a way that "students, based on the studied elements, deduce a number of letters to be studied, decompose them themselves into parts and determine their mutual relationship." Significant attention, according to B.C. Gerbach, should be paid to developing the ability of students to find similarities and differences between letters and to distinguish each letter in detail before starting to draw it. Consequently, at the end of the last century, B.C. Gerbach came close to the problem of the development of analytical and synthetic activity of children in the process of teaching them to write.
The methods were improved taking into account the regularities of formation of graphic writing skills, ease of writing, and an increase in the share of consciousness when writing them. Hygienic requirements for planting are being developed, and the most comfortable furniture for classes is being developed - Professor F.'s school desk. Erisman. The school's practice includes the research of hygiene scientists A. S. Virenius [11].
Methodists-calligraphers of the Soviet period (D. A. Pisarevsky, V. A. Saglin, N. N. Bogolyubov) developing methods of teaching children to write in the traditional plan, it was considered that the reproduction of letters on paper should necessarily be prepared by writing individual parts or elements of written signs.
In 1969, a simplified handwritten font was introduced in schools in the Soviet Union. The overwhelming majority of letters of the simplified alphabet are adapted to non-pressure writing with a ballpoint pen, which contributes to the development of continuous rapid writing skills.
In the system of teaching writing, such methods as copying, linear, rhythmic, Carster's method, etc. are becoming widespread.
The copying method was introduced in the 19th century and consisted in the teacher writing letters and words in notebooks with dots or pale ink, and students circled them, getting used to the shape of the letters. This method of teaching took up a lot of time for teachers and became difficult when switching to the classroom system of teaching. This method is very effective for special purposes in individual work with children at an early stage of learning. D. A. Pisarevsky believed that the skillful use of this method can give a certain effect in correcting students ' handwriting. Examples of the copying method are currently found in the "Prescriptions" that apply at school.
The modern school also uses a variety of copying methods - copying students from the finished sample and an imaginary letter or circle over the sample.
The linear method is also quite an old method. It consists in the fact that children first practice drawing large letters (8 mm) on two rulers with frequent sloping lines. This method facilitates the writing of letters, the correctness of their spelling, the same height, the same distance between the elements of letters and individual letters .
Children are encouraged to write large-sized letters on the marked-out weave also because this teaches them to correct finger movements.
The genetic method. He means training based on a constant increase in writing difficulties. Because of this, students are introduced to the writing of letters and their elements not in alphabetical order, but in the order of difficulties in writing them. The value of this method lies in the fact that when the work becomes more complex, students are gradually given only one difficulty, so that the letter is learned more easily and successfully. Letters are divided into groups based on the composition of similar elements.
For the first time, the German artist Durer mentioned the genetic method back in the XVI century. He proved that all writing consists of a certain number of basic lines.
In the traditional modern methodology, the order of studying handwritten letters in the ABC period is determined by the literacy training system: familiarization with letters is determined by the ABC book. Further training in writing (penmanship) is carried out in the genetic system. Penmanship in this system is considered not as an isolated subject that trains only the movement of the hand and the vigilance of the eye through "technical" exercises, but in connection with the entire system of teaching the Russian language.
The tactile or rhythmic method is writing to the score (to the beat). Clocking helps smooth movements, accelerates the pace of writing in students who write slowly, develops clarity and determination of movements, and disciplines the class. But with prolonged and constant use of this method, children get tired. They lose interest in their work. N. A. Fedosova, a methodologist, suggests using this method only after children learn the shape of a letter by writing it in a notebook 2-3 times, and with a focus on the average student's writing style. It is a calm rhythm that helps to achieve a smooth movement of the hand along the line and in the future gives a smooth beautiful and fast writing. K. D. Ushinsky came to this conclusion.
The Carster method. At the beginning of the 19th century, the method proposed by the English teacher Carster began to be used in schools in London. This method set the main task of developing students on the basis of studying the physiological side of the writing process clear and beautiful cursive. Attaching great importance to the development of the writing mechanism with the correct position and operation of the typewriter, Carster used a number of exercises in rapid writing with hair lines in combination with letters and words. All these exercises were written on paper without any alignment. This was done in order for all students to learn how to use the space of papers, as well as in order to achieve a more refined eye [26].
According to methodologists, Carster's system of exercises was more suitable for adults in developing speed of writing or correcting handwriting than for children, since many handwritings were complex in technique. However, later some exercises were successfully used for teaching children (prescriptions by N. I. Tkachenko and A. I. Voskresenskaya, manuals by V. A. Saglin, N. N. Bogolyubov, etc.).