Integrating Writing into the Early Childhood Curriculum: A Frame for Intentional and Meaningful Writing Experiences

Preschool Children’s Interest in Early Writing Activities and Perceptions of Writing Experience

“…Similarly, when examining writing environments and interactions in early childhood classrooms, existing studies take mainly an adult's perspective and discuss what adults do to teach writing skills to children based on the consistent associations between teachers' writing instruction, such as modeling writing actions, and young children's early writing skills, such as name writing, letter writing, spelling, and composing (e.g., Bingham et al, 2017;Gerde et al, 2015;Hall et al, 2015). Although such studies provide guidelines for educators and practitioners when providing early writing instruction (Bingham et al, 2018;Gerde, Skibbe, et al, 2012;, little is known about children's actual experience in the process of learning or using early writing skills.…”

“…For example, children may be allowed to sign their names to check out learning materials or sign up for a learning area with any forms of writing they feel comfortable to generate (e.g., words, letters, or random scribbling; Hall et al, 2019). Such embedding of writing experiences into daily routine or meaningful activities may also help children understand writing as a sociocultural practice and to link writing to their personal daily experiences (e.g., Bingham et al, 2018). In Rowe's (2008) ethnographic study of 2-year-olds' writing interactions with teachers, children developed ownership of writing when teachers guided children to experience writing with a social theme (i.e., checking the mailbox, writing and reading a letter) and explained the importance and uses of children's written products.…”

“…It promotes not only children's self-exploration of literacy skills (Neuman & Roskos, 1992) but also adult-child literacy-related interactions (e.g., verbal conversation; Golinkoff, 1986). A variety of early literacy studies indicate that writing can be integrated into science (Wheatley et al, 2016), whole-group meetings , and dramatic play (Ihmeideh, 2015), among other subjects or situations (Bingham et al, 2018). This type of instructional approach not only provides additional opportunities for children's writing practices but also grants a proactive role to children as writers and allows them to express their ideas through writing in meaningful contexts.…”

The Nature and Measurement of Children's Early Composing

“…A deliberate broadening of approaches for supporting children's composing that emphasizes early writing as a social practice in which children generate ideas, refine their ideas by sharing them, and try to communicate these ideas through developmentally appropriate processes (i.e., writing, drawing, dictation) is clearly needed. Instructional practices should prioritize integrating authentic writing opportunities in play (Bingham, Quinn, McRoy, Zhang, & Gerde, ) and emphasize authentic opportunities to connect oral to written language through authoring and sharing texts (e.g., Donovan et al., ; Edmister et al., ). Because social interactions with more capable others (Vygotsky, ) are central to the writing process, children need opportunities to engage in conversations with peers and teachers about their writing (Dyson, , ).…”

Nordic preschool student teachers’ views on early writing in preschool

“…As previously mentioned, preschools operate with limitations regarding pedagogical approaches to early literacy. Findings have also shown that little time is spent supporting children's writing development in preschool (Bingham et al 2018;Gerde, Wright, and Bingham 2019). If this support is provided, it appears to focus more on children's handwriting and spelling skills than their composing and communication skills.…”