By Rebecca Rohloff, Jackie Ridley, Margaret F. Quinn & Xiao Zhang
Original article: LINK
This research study investigates the composing processes of preschool children, focusing on how their ideas evolve from initial planning to final written products. The study analyses children’s oral language use before and after writing to understand how they retain and modify their writing ideas. Findings reveal that preschoolers frequently revise their compositions as they are writing, often adding and deleting ideas. This highlights the importance of supporting the complete writing process: planning, drafting, and revising in early childhood education [LINK and LINK]. The study also considers the roles of working memory and self-regulation in children’s writing processes and offers implications for classroom instruction.
Here are some implications for teachers based on the study’s findings:
Teachers should foster children’s composing development by promoting a developmentally appropriate writing process [LINK]. For example:
The writing process is an integral part of children’s revision practices. Teachers can provide children with instruction and opportunities to engage with these writing processes. For example, teachers should consider planning class writing projects to instruct and study young children’s growth as book-makers and meaning-makers [LINK].
This study provides valuable insights into children’s writing processes and highlights the importance of composing (not just transcription) in early childhood education. By understanding how young children compose, teachers can better support their development as writers.