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

Zhang, Chenyi; Quinn, Margaret F.

doi:10.1086/709979

Cited by 15 publications

(12 citation statements)

References 55 publications

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“…By encouraging writing in activities very familiar to all children (e.g., regular classroom routines), teachers provide children an opportunity to gain confidence in the writing process. When children develop this confidence, they make use of other writing opportunities in the classroom, eventually becoming more interested in writing, and then spending more time engaged in writing opportunities (Zhang & Quinn, 2020). Consider how Ms. Carter works to embed writing as part of class attendance.…”

Section: Use Writing To Increase Student Engagement Throughout the Daymentioning

confidence: 99%

Promoting Early Writing Across the School Day

Gerde,

Seymour,

Bingham

et al. 2024

The Reading Teacher

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Section: Use Writing To Increase Student Engagement Throughout the Daymentioning

confidence: 99%

Promoting Early Writing Across the School Day

Gerde,

Seymour,

Bingham

et al. 2024

The Reading Teacher

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show abstract

“…Preschoolers are interested in writing using different tools (pencils, crayons, or digital tools) and attempt to write before they understand that written symbols represent sounds and create words that transmit messages (e.g., Neumann et al, 2009;Zhang and Quinn, 2020). Knowing how to write (beyond one's own name) shows increased knowledge about the writing system (Puranik and Lonigan, 2011).…”

Section: Emergent Literacy and Early Writingmentioning

confidence: 99%

Parents’ understanding of early writing development and ways to promote it: Relations with their own children’s early writing

Aram

Yashar²

2023

Front. Educ.

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The study examined how parents’ understanding of early writing development was reflected in how they analyzed anonymous preschool children’s writings and the support they offered to promote these children’s writing. It also assessed how this general knowledge related to their own children’s early writing development. The participants were 274 parents and one of their children (M = 5.4 years old). During home visits, the parents were shown vignettes with three writing samples of invitations to a party written by anonymous 5½-6-year-old preschoolers. The sample represented initial, intermediate, and advanced early writing levels. The parents were asked to relate to each of these vignettes and write what the child who wrote the invitation knows about writing and how they would recommend promoting the child. Additionally, the participating parents’ children’s early writing was assessed. We studied the parents’ references to the following literacy aspects: Letters, orthography (e.g., final letters, vowel letters), phonology, and the writing system (e.g., the direction of writing, the separation between words) when relating to the vignettes and when recommending ways to support the children’s writing development. The study’s analyses revealed that parents distinguished between the writing levels of these anonymous children and suggested providing writing support recommendations in line with the various levels. Parents mainly referred to the letters when describing and suggesting support for the initial writing level. They referred more to the writing system when giving their opinion and suggesting support for the writing at an advanced level. The more parents referred to different aspects of literacy when analyzing the writing vignettes, the more aspects of writing support they suggested in their writing support recommendations. Parents who related to more literacy aspects in their writing support recommendations to anonymous children had children with higher writing levels. The study indicates that parents’ general knowledge and understanding of literacy development has a role in fostering their own children’s literacy skills.

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“…More than just providing experiences, Ms. Franklin knows that these experiences should be meaningful and connected to capture interest. Children are differentially interested in literacy activities like reading and writing (e.g., Baroody & Diamond, 2013; Zhang & Quinn, 2020), and their levels of interest in literacy are connected to their literacy skills and dependent upon quality instruction (e.g., Baroody & Diamond, 2016). Ms. Franklin knows that providing rich and connected reading and writing activities that capture children's interest and meaningfully connect reading and writing will increase motivation and learning.…”

Section: Figurementioning

confidence: 99%

Building a Bridge: Writing and Reading Connections in Early Childhood

Quinn¹,

Philippakos²

2023

The Reading Teacher

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Reading and writing are essential components of literacy. Children's initial preschool experiences with literacy set important foundations for later school success. Instruction that can create a bridge between reading and writing to support children's developing understandings in both these areas of literacy has powerful implications for their literacy growth. This teaching and learning in action guide explores meaningful connections between reading and writing by examining the way in which one prekindergarten teacher supports children's reading–writing skills across various components of written language (i.e., sounds, letters, words, sentences, and content) and within various instructional contexts (centers, small groups, large group/read‐aloud). This article shares research‐based approaches in the context of specific examples in which the focal teacher fosters meaningful reading and writing connections using two key read‐alouds as starting points. How do we make reading–writing connections in preschool across contexts and learning experiences to support children's literacy in meaningful, engaging, and developmentally appropriate ways and make connections visible to children? What high‐quality reading and writing experiences influence preschoolers' engagement in activities? What ways are reading and writing addressed in your classroom across various instructional contexts (i.e., whole group, small group, centers)?

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

Cited by 15 publications

References 55 publications

Promoting Early Writing Across the School Day

Promoting Early Writing Across the School Day

Parents’ understanding of early writing development and ways to promote it: Relations with their own children’s early writing

Building a Bridge: Writing and Reading Connections in Early Childhood

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