Have paper and pencil in the various play areas of the room. Encourage the child to draw and write about what he is doing.
If the child does not spontaneously draw or write, support the child’s efforts. Ask him first to draw his actions and then write what he did.
The child makes many shapes and detailed drawings. In addition, he can write numbers and letters when appropriate, without mixing up which is a letter and which a number.
As the child writes, adults can provide models, encouragement, and suggestions. For example, if the child makes a letter-like shape, the adult can point out what the child did correctly, and make the letter in segments for the child to copy. The child needs to see the sequence of writing a letter to be able to form it correctly.
North Carolina Department of Public Instruction, 2015