By Anna H. Hall, Amber Simpson, Ying Guo & Shanshan Wang
Original article: LINK
This article looked at a bunch of studies about teaching young children how to write before they start formal schooling. They analysed different teaching methods and trends to see what works best for helping children learn to write. They found that overall, writing instruction helped improve children’s early reading and writing skills. They also emphasised how important it is for children to be in a good learning environment and to have adults who are involved in their writing.
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Even though experts agree it’s important for preschoolers to have meaningful writing experiences, there isn’t much information on how to teach writing effectively to preschoolers. This article aimed to fill this gap.
The researchers define early writing as children getting familiar with writing tools, rules, and starting to express their thoughts through writing. Children start experimenting with writing very early, as young as two, and their writing skills develop gradually and differently. As they grow more experienced, they start recognising letters and writing simple words. The article also talks about how children quite naturally want to learn to write.
But here’s the thing: even though we know it’s important for preschoolers to have meaningful writing experiences, a recent study found that, on average, preschoolers spend less than a minute each day on writing activities. And when they do write, it’s to practise forming letters or to write their name. And while it’s important for preschoolers to learn how to form letters, we should also focus on helping them understand that writing is about communicating ideas and feelings. Preschool writing should help children develop positive attitudes toward writing, improve their oral language skills, learn about letters and sounds and how they work together, and start writing words and ideas on their own.
- The study suggests that providing a literacy-rich environment can significantly boost children’s interest and engagement in writing activities during play.
- Adult modelling and facilitation also leads to increased writing among children.
- Interactive writing, where both the teacher and students create pieces of writing together, is also effective practice. In this approach, the teacher and students work together to generate ideas for their writing, compose their sentences together, and make their own texts.
- When preschools have a comprehensive writing curriculum, significant improvements in various literacy skills, including phonemic awareness, early reading, early writing, and language development occur.
- Name writing instruction and practice/activities.
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Conclusion
Early writing proficiency and future literacy outcomes: Research suggests that early writing skills demonstrated by children as young as two years old are predictive of future literacy outcomes, including reading ability, self-expression, task completion, and motivation. This underscores the importance of addressing writing skills in early childhood education.
Limited focus on writing instruction in preschool: Despite the predictive value of early writing skills, preschool children often spend minimal time engaged in writing activities.
Effectiveness of preschool writing instruction: The systematic analysis and meta-analysis of research studies on preschool writing instruction revealed an overall positive effect on children’s emergent literacy outcomes. The effect size suggests that preschool writing instruction enhances early literacy skills.
Role of adult involvement: Adult involvement emerged as a strong predictor of literacy gains among children. Teachers who provide guidance and scaffolded instruction within authentic writing activities are likely to facilitate children’s early literacy development effectively.
Teacher-directed instruction: Focusing on explicit teaching of emergent writing skills may be particularly beneficial in preschools classrooms.