Relations Between Learning Contexts and Teaching Approaches for Supporting Early Writing in Head Start Classrooms

• In Event: Teacher Supports for Early Writers: Current and Promising Practices in Preschool Classrooms

Abstract

Purpose. This study examines the approaches of preschool teachers to support children’s early writing. Specifically explored are (a) the various scaffolding strategies that teachers use to support children’s writing (e.g., providing materials, modeling), (b) the nature of these supports (i.e., quality and component skill emphasized), (c) the contexts in which teachers’ supports occur, and (d) the interrelation of these three features of early writing supports (e.g., which approaches occur within which contexts).

Perspectives. As a socially constructed experience (Gee, 2003; Vygotsky, 1978) the purposes and processes for writing relate to the nature of children’s early environments. We draw on research documenting the multidimensional nature of early writing development (e.g., Kaderavek, Cabell, & Justice, 2009; Puranik & Lonigan, 2014). Intersections between writing as a social event and how teachers prioritize certain writing skills (e.g., composing vs. transcription related skills) are examined.

Methods and Data Source. Three-hour video observations in 57 Head Start classrooms were completed twice during the preschool year. Teachers represented diverse ethnic backgrounds (52% African American, 46% White, 2% other). General language and literacy practices were live coded using the Early Language and Literacy Classroom Observation (ELLCO; Smith, Brady, & Anastasopoulos, 2008). Adult-child writing interactions were coded from video with an adapted version of the [Blinded name] (Authors, 2015). Codes focused on capturing macro and micro level “writing events” in ways that attended to (a) time (frequency & duration), (b) context (when/where writing interactions occurred), (c) materials used, (d) writing component skills emphasized (i.e., print awareness, handwriting, orthographic, composing, directions), (e) instructional approaches used by the teacher (e.g., variety of modeling and scaffolding supports), and (f) quality of instructional supports (i.e., continuum of pedagogical approaches). Codes were developed through an inductive process of reviewing practices and developing a coding system based upon early writing theory and research. Both observational measures evidence strong reliability and validity. Observers were highly reliable (k = .90-95).

Results. Four key findings emerged from analyses. First, characterizing writing interactions as “macro” (i.e., big picture ideas that teachers use to communicate writing processes) and “micro” experiences (specific teaching strategies) permits a contextualized view of teachers’ approaches that is not apparent at the micro level only. Second, teachers provided a variety of experiences to support children’s early writing development across multiple classroom contexts; the majority of supports focus on transcription (i.e., language focuses on how to encode language into text or use/produce letters). Third, associations exist among the context and approaches of preschool teachers’ writing practices, such that teachers use distinct scaffolding practices depending on the context of the event. Finally, teachers who focused on supporting children’s composing were more likely to engage in a wide range of quality writing practices as evidenced by associations between the [Blinded name] and ELLCO measures (r = .45, p<.01).

Significance. The study articulates the integrated way in which teachers prepare environments and use approaches to support writing across a variety of classroom contexts. Measuring both micro and macro events enhances understanding of teachers’ writing supports.

Authors

• Gary E. Bingham, Georgia State University

• Hope K. Gerde, Texas A&M University - College Station

• Rebecca Rohloff, Georgia State University