This experiment tested the hypothesis that the formation of educational skills of writing and drawing are preceded before school age by development of dynamic continuously-controlled tactual, auditory, and visual tracking abilities that are based primarily on social following of movements made by others. A portable photoresistor visual tracking device was developed to measure the performances of children between 3 and 14 years of age in tracking movements made by an experimenter in forming visual figures on translucent glass plate. Results showed that there is a marked maturational increase in such social tracking ability with a plateau of development at 9 to 11 years in the age range studied. Preschool children also were found to be capable of doing social tactual and auditory speech tracking and to perform the tactual tracking with smooth uninterrupted movements never observed in the visual social tracking. Children under four years of age were shown to be able to write the alphabet dynamically tracking the form letters made by an experimenter. It was concluded that a major function of the tactual system in infancy and childhood may be to provide high-speed stabilizing feedback essential to maturation of smooth flowing movements needed in writing, drawing, and other educational maturation of smooth flowing movements needed in writing, drawing, and other, educational skills. The findings add to previous experiments showing that social visual tracking develops between six months and three years of age in relation to dynamic activity of parents and others. Years before he can reproduce static object or letter forms through drawing and writing. the preschool child can execute dynamic social tracking movements in making such patterns. Dynamic, social, feedback-controlled imitation thus constitutes a diversified form of pretraining in the maturation and learning of educational skills.