The death of handwriting? Schools are 溝へはまらせる／不時着するing pens and papers for computers - but could it 害（を与える） your child's 開発?

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From next year, children in Finland will not be compulsorily taught cursive handwriting.?

Instead of learning this 技術, schools will be given the choice to teach keyboard typing in its place.

The country's education board said the change 反映するs how typing 技術s are now more 関連した than handwriting, but 専門家s （人命などを）奪う，主張する the move could 損失 a child's brain 開発.?

From next year, children in Finland will not be compulsorily taught cursive handwriting (在庫／株 image). Instead of learning this 技術, schools will be given the choice to teach keyboard typing in its place. The country's education board said the change 反映するs how typing 技術s are now more 関連した than handwriting

The changes don't 公式に come into 軍隊 until the start of next year's autumn 称する，呼ぶ／期間／用語.?

Minna Harmanen from the 国家の Board of Education told Savon Sanomat?that 'fluent typing 技術s are an important 国家の competence'.

It follows changes made to the ありふれた 核心 基準s 率先 in the US, in September 2013, in which the US 類似して 除去するd cursive handwriting as a compulsory 技術.?

As of last year, 43 明言する／公表するs had 可決する・採択するd the 基準, Maryland had 是認するd it, Indiana had 孤立した, Oklahoma and South Carolina had 廃止するd it, and the 残り／休憩（する） of the 明言する／公表するs were 非，不，無-members or had not 可決する・採択するd it.?

North Carolina additionally passed the 支援する to Basics 法案 to 再提出する cursive into the classroom, which led to a number of （民事の）告訴s.?

A predominant 批評 is that, while handwriting is important, cursive handwriting is no longer みなすd necessary.

'Most [people] would agree that everyone should at least be able to 選ぶ up a pen or pencil and （手先の）技術 a message that others can read,' said Misty Adoniou, 上級の lecturer in language, literacy and TESL at University of Canberra.?

'But beyond legibility, does it 事柄 how you form your letters when you 手渡す 令状?'

She continued there is 研究 linking fluent handwriting with better written compositions, 'but the 重要な isn’t the 質, form or style of the handwriting, but rather the automaticity of the handwriting.'

報告（する）／憶測s have 設立する that by the age of eight, children can already type faster than they can handwrite. But, その上の 研究 said that learning to 令状 in cursive 改善するs a person's モーター and visual 技術s, 注目する，もくろむ-to-手渡す co-聖職拝命（式）, spatial 認識／意識性, 手渡す and finger dexterity, cognitive 機能（する）／行事 and brain 開発

Automaticity is the theory that the いっそう少なく a person has to concentrate on forming their letters 正確に, the more brain space they can 充てる to getting their message 権利.

However, 令状ing automaticity is just as easily 達成するd on a keyboard, and Ms Adoniou said it's more time efficient to teach a child to type than it is to teach them a particular handwriting style.?

報告（する）／憶測s have also 設立する that by the age of eight, children can already type faster than they can handwrite.

But, as Ms Adoniou 定評のある, handwriting can play a 決定的な part in brain 開発. ?

'Although the 緩和する, 速度(を上げる） and versatility of 科学（工学）技術 are 広範囲にわたって 定評のある, handwriting proponents say that how we learn to 令状 does indeed 事柄.?

'研究 示すs that learning to 令状 in cursive その上の 改善するs students' モーター and visual 技術s, 注目する，もくろむ-to-手渡す co-聖職拝命（式）, spatial 認識／意識性, 手渡す and finger dexterity, cognitive 機能（する）／行事 and brain 開発.?

'They say the physical 行為／法令／行動する of handwriting also 容易にするs the retention of （警察などへの）密告，告訴（状） and the flow of ideas.'

For example, in a 最近の 熟考する／考慮する from Indiana University, 研究員s 行為／行うd brain ざっと目を通すs on five-year-olds before and after receiving different letter-learning 仕事s.

In children who practiced 令状ing letters by 手渡す, the neural activity was more 高めるd and 'adult-like' than in those who had 簡単に looked at letters.

And, the brain’s いわゆる 'reading 回路・連盟' - a 地域 of linked 関係s that become active when reading - was 活動させる／戦時編成するd during handwriting, but not during typing.?

WHAT DOES YOUR HANDWRITING SAY ABOUT YOU??

Graphology is the 熟考する／考慮する of handwriting.?

Graphologists analyse the physical 特徴 and patterns of handwriting and make 仮定／引き受けることs about their identify, 含むing the person's mental 明言する／公表する, 同様に as personality traits.??

令状ing consists of three things - movement, spacing and form - and a graphologist 熟考する／考慮するs these variations and 大（公）使館員s 解釈／通訳s to them.

Graphologist Adam Brand recently analysed the handwriting of the MailOnline Science team as part of the?署名 （選挙などの）運動をする from Thomas Cook.?

Graphologist Adam Brand recently analysed the handwriting of the MailOnline Science team. He said: 'Rachel is a friendly, sociable and balanced', seen by the 権利 slant of the script (1), の近くに word spacing (2) and rhythmic nature. 'She has mental 運動' seen by the long ‘t’ 妨げる／法廷，弁護士業 (3) and stubborn 決意 to do an 正確な 職業', denoted by the ‘d’ structure (4) and the straight zone (5 and 6)

'Although 用意が出来ている to look at the unfamiliar, 代表するd by the high ‘i’ dot (1), Vicky is practical and likes to 焦点（を合わせる） on short 範囲 事業／計画（する）s' - seen in the low ‘t’ 妨げる／法廷，弁護士業s (2). 'She is loyal (seen with の近くに word spacing and structure (3 and 4) but wants to 確実にする she gets her point across' - seen with 'trumpet word endings' (5)

'We were all taught to 令状 in a 明確な／細部 way when we were children at school, but it is evident that no one continues to 令状 正確に／まさに the way they were taught and everyone’s handwriting looks different,' explained the British 学校／設ける of Graphologists.?

'The 推論する／理由 is that our personalities 影響する／感情 the way our handwriting develops after we were taught to 令状.?

'This is because handwriting is the pattern of our psychology 表明するd in symbols on the page and these symbols are as unique as our own デオキシリボ核酸.'?

However, にもかかわらず the fact it has 以前 been used in 法廷，裁判所 事例／患者s as a form of 法廷の 証拠, the practice is みなすd 議論の的になる and has been dubbed a 'pseudoscience.'?

'Jonny is 有能な of 決定するd 集中', seen by the 負かす／撃墜する 一打／打撃 cutting through the base line (2), 'and likes to take an 知識人 approach to 事業／計画（する）s' (high upper zone at 3). 'He is ありそうもない to 行為／法令／行動する impulsively' seen by the rising ‘m’ at (4) and is '極度の慎重さを要する to 批評 which 動機づけるs him to 始める，決める high 基準s', 代表するd by the open ‘t’ 茎・取り除く (6). His 新たな展開d slants (7) show he likes to 立証する ideas

Mr Brand's 分析 said?Sarah's style shows she's active, seen by a 急速な／放蕩な, 権利 slant (1), who 作品 井戸／弁護士席 in 急速な／放蕩な-moving 環境s. This is 代表するd by the 権利-placed 't' 妨げる／法廷，弁護士業 (2) and angles (3). He 追加するd that her 令状ing 落ちるs below the line (4) 示唆するing she is 重さを計るd 負かす／撃墜する by her 責任／義務s

Other points that Mr Brand 公式文書，認めるd during the 分析 is that の近くに and overlapping lines show a need to be 伴う／関わるd in a 集まり of different 事業／計画（する）s.?

上がるing base lines show energy, enthusiasm and 率先, while 極端に long 't' 妨げる／法廷，弁護士業s show a need to move 今後 with new ideas that come along.?

He 追加するd that small 令状ing shows a good ability to concentrate but can also 示唆する an introverted person, and slant changes and a sudden 沸き立つ in 高さ shows impulsiveness.?

Curved, 宙返り飛行d rhythmic 令状ing shows altruism, friendliness and a sense of balance.?

And it 圧力 of the 令状ing 増加するs に向かって the end of words it symbolises 増加するd かかわり合い to a 事業／計画（する） as time goes on

A tall ‘k’ structure sh ows 反抗, and if letters reach 負かす／撃墜する into the lower zone that 代表するs the area of materialism.??

In a 最近の 熟考する／考慮する from Indiana University, 研究員s 行為／行うd brain ざっと目を通すs (pictured) on 5-year-olds before and after receiving different letter-learning 仕事s. In children who practiced 令状ing letters by 手渡す, the neural activity was more 高めるd and 'adult-like' than in those who had 簡単に looked at letters

Earlier this year,?LeapFrog’s learning designer Dr. Jody Sherman LeVos told MailOnline that schools are already 溝へはまらせる／不時着するing pens and paper for tablets.

She said there is an 現れるing 焦点（を合わせる） on 技術s that go beyond the 核心 curriculum, 含むing 技術s such as 共同, grit and perseverance, music and creativity, and problem solving 技術s.

‘科学（工学）技術 can encourage and support 非常に／多数の child 開発 and 教育の 客観的なs, such as physical activity and health,' explained Dr LeVos.

'And there is a 団体／死体 of 研究 supporting the notion that children learn best when they’re having fun.'

But as Ms Adoniou 結論するd: 'With so many things to do in a school day, it is hard to see why 献身的な handwriting lessons 固執する.

'No 事柄 how standardised we 試みる／企てる to make handwriting, we all 結局最後にはーなる with our own style.?

'So perhaps there are better things to do in the school day than have children 完全にする pages of handwriting 演習s.?

'Perhaps we’d do just 同様に to let children play with 製図／抽選 and 令状ing 器具／実施するs and find their own style.'