Empowering Young Writers: A Multimodal Case Study of Emergent Writing in Urban Preschool Classrooms
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| Title: | Empowering Young Writers: A Multimodal Case Study of Emergent Writing in Urban Preschool Classrooms |
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| Language: | English |
| Authors: | Katie A. Mathew (ORCID |
| Source: | Early Childhood Education Journal. 2025 53(6):2117-2129. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Preschool Children, Childrens Writing, Emergent Literacy, Beginning Writing, Urban Schools, Writing Instruction, Teaching Methods, Phonics, Writing (Composition), Writing Strategies, Freehand Drawing, Self Expression |
| DOI: | 10.1007/s10643-024-01797-4 |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | With a view of children as social negotiators, this study explored how preschool children's voices were nurtured through the implementation of an early-writing/applied phonics approach called Kid Writing (KW). The approach encouraged children to compose writing from their lives as they were guided by an adult who scaffolded the writing process. An analysis of classroom observations, focus groups, and children's work samples revealed the extent to which preschool children's voices, motivation, and writing capabilities were supported. Imperative to children's success as writers in this study was the expansion of preschool teachers' views of what counts as writing. By legitimizing the full developmental continuum of children's early writing attempts, including scribbling, mark-making, drawing, and early letter formation, the results of this study documented what young children are capable of when they are empowered to self-express through their joy of writing. The findings disrupt the notion that preschool children are not ready to write. Rather, children's overall literacy learning is supported by providing opportunities for preschoolers to write from their lived experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479550 |
| Database: | ERIC |
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| Abstract: | With a view of children as social negotiators, this study explored how preschool children's voices were nurtured through the implementation of an early-writing/applied phonics approach called Kid Writing (KW). The approach encouraged children to compose writing from their lives as they were guided by an adult who scaffolded the writing process. An analysis of classroom observations, focus groups, and children's work samples revealed the extent to which preschool children's voices, motivation, and writing capabilities were supported. Imperative to children's success as writers in this study was the expansion of preschool teachers' views of what counts as writing. By legitimizing the full developmental continuum of children's early writing attempts, including scribbling, mark-making, drawing, and early letter formation, the results of this study documented what young children are capable of when they are empowered to self-express through their joy of writing. The findings disrupt the notion that preschool children are not ready to write. Rather, children's overall literacy learning is supported by providing opportunities for preschoolers to write from their lived experiences. |
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| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-024-01797-4 |
