What does the research actually say about teaching the youngest of children to write?
The Handbook Of Writing Research For The Early Years brings together evidence-informed CPD articles, detailed research summaries, myth-busting investigations and a carefully curated reading list into a single, practical resource for Nursery, Reception (and Primary) practitioners.
Inside, you’ll find the research behind some of early years writing’s most pernicious myths – and what the evidence really tells us:
- Do children need to learn their letters before they can write?Â
- Should writing only happen through play, or only ever under adult supervision?Â
- Is invented spelling a bad habit or a developmental milestone?Â
- Should colouring pencils really be banned from the writing table?
Drawing on peer-reviewed research and organised around practical, classroom-ready takeaways, this handbook equips teachers to understand how writing first develops, why young children’s working memory changes everything about how writing should be taught, and how a sequential book-making approach can help even the youngest of authors write to the full potential.
Whether you’re building your subject knowledge from scratch or looking to evaluate your existing practice against the evidence, this handbook is designed to be read and put to work in your classroom on Monday morning.
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