I got this card from my almost seven-year-old daughter for Mother’s Day.

It says:

Dear mummy today is amot Mother’s day

I wish you a happy Mother’s day! I hope you have a happy Mother’s day and I wish keep you in my heart forever. I will always remaber you! I will make a give for you as a hard studing girl and liten to your words

Reading it made my heart warm and fuzzy. But then, as an educator, a nagging thought crept in:

“The spelling errors…should I be concerned? 

This is my job hazard. As an educational therapist, I’m trained to spot weaknesses, identify gaps, and fix them. But at that moment, I had to consciously take off that hat. I praised her effort, told her sincerely how much her words meant to me, and stopped myself from turning it into a mini lesson. Because here’s the thing. Correcting her in that tender moment might have snuffed out her affection and chipped away at her motivation to write.

I reminded myself: “Leave it as that. Connection over correction.”

A self-motivated learner is worth far more than a self-conscious one. The ability to express her feelings on paper, even imperfectly, is far more precious than perfect spelling. These are the things I must protect.

Even after that heartwarming exchange, my professional brain wouldn’t switch off. Curious about what is appropriate for her age, I decided to ask artificial intelligence (AI). 

Here’s what AI reported:

• Phonetic spelling errors: (“amot” for almost, “remaber” for remember, “liten” for listen).
• Grammar and sentence structure: Age-appropriate; she uses full sentences and punctuation.
• Message clarity: Despite errors, meaning is clear and feelings expressed beautifully.
• Letter formation and spacing: Neat and organized, suggesting age-appropriate handwriting.

Ironically, in AI’s objective, mechanical response, I learned how to be more human. I failed to see strengths in her writing that my “educator correction lens” had blurred out.

As children transit from preschool to primary school, phonetic spelling and even letter reversals may still persist. Young children often write using invented spelling. They write words as they hear them. And to a young child, a chair is still a chair whether it’s facing left or right. So why shouldn’t “b” be the same as “d”? Their world knowledge seeps into their early literacy. Adults need to recognise the period of transition, give them time, as well as skills to adjust to the more formal literacy environment. 

When we talk about valuing connection over correction, it doesn’t mean sitting back and simply hoping things will work themselves out. Far from it. What it really means is adopting a posture of awareness, being mindful of a child’s challenges without becoming overly fixated on immediate correction.

Instead of rushing to point out every mistake, we take patient, intentional steps to support growth. For example, playful phonemic awareness activities remain essential. These games help children build their sound awareness in ways that feel fun rather than forced. Alongside this, clear articulation of words matters deeply, because after all, children tend to write what they hear.

But perhaps most importantly, we must keep offering a safe, joyful space where they feel free to express their ideas through writing. When children know that their words matter more than their mistakes, they begin to see themselves as capable writers.

Connection doesn’t mean we avoid correction; it means we place relationships, confidence, and joy at the heart of learning. So, how can we practically respond to the imperfections in their writing? 

Connection over correction: We encourage first, correct later, without crushing their joy. Here’s a positive feedback script I use:

• Start with content praise:

“Wow, I love how kind your message is!” or 

“This is such a thoughtful card! You’ve made my heart so warm and fuzzy!”

• Acknowledge effort:

“I can see how carefully you sounded out your words. You’re really thinking like a writer!”

• Offer gentle, playful correction (we may even want to defer this in this context):

“Sometimes writers get so focused on their message they miss letters. Let’s spot missing letters and add these alphabet stickers!” This turns it into a fun “finishing touch” instead of a red-pen correction. 

Her writing stays hers, while we slip in teaching moments over time. Over time, these nudges build both skill and confidence. 

But if persistent spelling and writing difficulties remain after approximately six months of consistent, well-structured support, it may be appropriate to consider a psychological assessment. Such an assessment can provide a clearer understanding of the student’s learning profile and inform more targeted intervention.

The lesson I keep relearning: Sometimes, our role isn’t to fix. It’s to notice, nurture, and trust the process, because love for learning blooms best when it’s watered gently. 🌱 May her love for writing and expression grow like the small tomato plant which she has just planted. 

Written by Dr June Siew
Head of DAS Academy

Read more about Dr June Siew here.