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This research focuses on the ability of the young child to detect and identify the continuity or discontinuity of a cursive handwriting movement. The evolution of this ability has been studied by comparing the performance of nonscripters (kindergarten) pupils and students scripters (2nd and 5th years of primary school). Results showed that the perception of information relating to the continuity of writing movement is antecedent to the formal learning of cursive handwriting. Analysis of the justifications produced by the youngest participants suggests that early knowledge of handwriting movement is not explicitable.