Young Children - March 2008 - (Page 31) NaKia’s Evolving Writing about Her Family (1) Her first writing. (2) Writing two weeks later. (3) Later the same day, NaKia reenvisions her family with Shrek as a part of it. (4) On a later day, she replaces Shrek with apples. Implications for improving practice The widespread emergence of pre-K education throughout the United States has initiated a new interest in the literacy development of 4-year-olds. With writing instruments in hand, young children are expressing themselves through writing. When teachers pay attention to the messages children attach to their writing, they can learn a lot about the children they teach. At the same time, when children can explain what they have written, their words can act as a lens onto the multiple influences in their writing (Dyson 1989, 1993). Ronda incorporated several teaching strategies to support prekindergartners’ writing development. In the time set aside for writing instruction, she encouraged children to 1. use language to connect new information with what they already knew; 2. work on meaningful writing by exploring a range of topics that interested them; and 3. talk with each other about their ideas. Effective practices Ronda’s daily schedule included ample time for writing. Children could think about their past writing, consider classroom and home events, and decide what to write about. Free choice. The children could choose their writing ideas. When they were ready to move forward as writers, they could decide what to include in their writing. Their Young Children • March 2008 31
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