Conferencing: A Catalyst for Developing Children's Writing
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| Title: | Conferencing: A Catalyst for Developing Children's Writing |
|---|---|
| Language: | English |
| Authors: | Jayne Sherman, Leslie La Croix (ORCID |
| Source: | Early Childhood Education Journal. 2025 53(6):2023-2038. |
| 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: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education |
| Descriptors: | Childrens Writing, Writing Processes, Elementary School Students, Grade 1, Teacher Student Relationship, Writing Instruction, Writing Skills, Interpersonal Communication, Feedback (Response) |
| DOI: | 10.1007/s10643-024-01778-7 |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | The writing process approach is recognized as an effective instructional practice for engaging children in the writing process and developing emerging writing skills. The writing conference is an integral component of the writing process. One-on-one conferencing sessions create differentiated instructional spaces for teachers to respond to the individual needs of learners. Understanding how teachers leverage conferencing sessions to effectively engage and support young learners' writing remains a limited area of research. This case study documents one experienced teacher's conferencing practices with 19 first-grade writers. Findings show conferencing conversations worked in an integrated, multidimensional way to support young writers. Conferencing dimensions leveraged children's funds of knowledge, questioning and affirming statements, and writers' craft components to nurture relationships and offer feedback aligned with children's zone of proximal development. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479624 |
| Database: | ERIC |
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| Abstract: | The writing process approach is recognized as an effective instructional practice for engaging children in the writing process and developing emerging writing skills. The writing conference is an integral component of the writing process. One-on-one conferencing sessions create differentiated instructional spaces for teachers to respond to the individual needs of learners. Understanding how teachers leverage conferencing sessions to effectively engage and support young learners' writing remains a limited area of research. This case study documents one experienced teacher's conferencing practices with 19 first-grade writers. Findings show conferencing conversations worked in an integrated, multidimensional way to support young writers. Conferencing dimensions leveraged children's funds of knowledge, questioning and affirming statements, and writers' craft components to nurture relationships and offer feedback aligned with children's zone of proximal development. |
|---|---|
| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-024-01778-7 |
