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The objective of this paper is to research children's and teenagers' understanding of signatures, in terms of formal characteristics and the way this knowledge is made manifest during the challenging process of producing a signature of one's own. The data we present show that in the age range under study (7-15 years old), the participants have made precise reflections on signatures and the type of resources and graphic elements necessary in writing of this type. The analysis focuses on three main areas for articulating the participants' process of constructing their signature: legibility, graphic appearance, and the conservation or omission of elements from the name itself.