Name writing increases children’s conceptual and procedural knowledge. One of the first words children usually learn to write is their first name (Both-de Vries & Bus 2008). By being aware of children’s current fine motor abilities and their progress in emergent writing, teachers can use a mix of strategies to foster growth in each child’s zone of proximal development (Vygotsky 1978). There are multiple strategies teachers can use to scaffold children’s writing, such as verbally reminding children to use writing in their classroom activities and providing appropriate writing instructions (Gerde, Bingham, & Wasik 2012). Children can dictate words, phrases, or sentences that an adult can record on paper, or they can share ideas for group writing.ĭeveloping conceptual, procedural, and generative knowledge of writingĬhildren gain knowledge of and interest in writing as they are continually exposed to print and writing in their environment. During early childhood, teachers are laying the foundation for generative knowledge as children learn to express themselves orally and experiment with different forms of written communication, such as composing a story, writing notes, creating lists, and taking messages. It is the ability to translate thoughts into writing that goes beyond the word level (Puranik & Lonigan 2014). Generative knowledge describes children’s abilities to write phrases and sentences that convey meaning. Children benefit from having multiple opportunities throughout the day to develop fine motor skills and finger dexterity using a variety of manipulatives (e.g., magnetic letters, pegboards) and writing implements. Learning the alphabetic code (including how to form letters and the sounds associated with each letter) is an essential component of gaining procedural knowledge. Procedural knowledge is the mechanics of letter and word writing (e.g., name writing) and includes spelling and gaining alphabet knowledge. They recognize that certain symbols, logos, and markings have specific meanings (Wu 2009). For example, young children become aware that the red street sign says Stop and the letters under the yellow arch spell McDonald’s. In this domain, young children learn that writing has a purpose and that print is meaningful (i.e., it communicates ideas, stories, and facts). The framework is composed of three domains: conceptual knowledge, procedural knowledge, and generative knowledge.Ĭonceptual knowledge includes learning the function of writing. To better understand writing development-and to support teachers’ work with young children-researchers have proposed a framework to explain emergent writing practices (Puranik & Lonigan 2014). Researchers and educators often use the term emergent literacy to define a broad set of language and literacy skills focused primarily on the development and significance of emergent reading skills. This article shares a framework for understanding emergent writing and ties the framework to differentiating young children’s emergent writing experiences. One recent study, which is in accord with earlier research, found that 4- and 5-year-olds (spread across 81 classrooms) averaged just two minutes a day either writing or being taught writing (Pelatti et al. In some early childhood classrooms, however, emergent writing experiences are almost nonexistent. Teachers play an important role in the development of 3- to 5-year-olds’ emergent writing by encouraging children to communicate their thoughts and record their ideas (Hall et al. Emergent writing skills, such as the development of namewriting proficiency, are important predictors of children’s future reading and writing skills (National Center for Family & Literacy 2008 Puranik & Lonigan 2012). This is the beginning of a series of stages that children progress through as they learn to write (see “Stages of Emergent Writing”). Children as young as 2 years old begin to imitate the act of writing by creating drawings and symbolic markings that represent their thoughts and ideas (Rowe & Neitzel 2010 Dennis & Votteler 2013). Emergent writing is young children’s first attempts at the writing process.
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