This master’s thesis examines the introduction of cursive handwriting as the initial script in Waldorf schools, highlighting its pedagogical, cognitive, and cultural aspects. The focus is on cognitive benefits such as memory performance and creativity, motor skills including fine motor skills and writing speed, as well as the cultural identity shaped by cursive handwriting. By combining qualitative research methods, such as participant observation and interviews with teachers, data are collected and analyzed using Grounded Theory and qualitative content analysis. This approach provides a deep understanding of the challenges and opportunities of this pedagogical decision. Additionally, the thesis oers practical insights into the design of literacy acquisition with cursive as the initial script. The results show that cursive handwriting promotes cognitive and motor development in students and has a positive impact on cultural education. The discussion reflects on the significance of cursive handwriting in the digital age and provides recommendations for teaching practices. Finally, the thesis emphasizes the need for further research to understand the long-term eects of acquiring cursive handwriting.
Keywords: Introduction to writing, cursive as first writing, learning to write