The present study explains the process of acquiring writing skills of children in the transition from daycare to elementary school. One of the statements of the work is the dedicated presentation of written skills of children in the last kindergarten year on the one hand and the modeling of different development courses on the other hand. A product of the research work is development-sensitive analytical tools to describe early approaches to writing children. The desired differentiated description of development processes can - according to a basic assumption of the didactic diagnostics - strengthen the sensitivity of the educators in the transition for the area of literacy and support sensitive professional acting. The submitted work is embedded in the research project "ILEA T: Individual learning development analysis in transition / transition - pedagogical diagnostics as a connecting instrument between early education educational documentation and individual learning situation analyses in the initial instruction", funded by the BMBF and the European Social Fund.