Designing Opportunities for Emergent Writing in Pre-Kindergarten Classrooms

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Elevating Early Language Learning and Reading Proficiencies in Early Childhood Settings (Table 5)

Abstract

This study describes how four public, prekindergarten teachers designed and enacted writing activities in their classrooms. Teachers participated in a researcher-practitioner partnership focused on increasing the amount and quality of writing in prekindergarten classrooms. Data were collected across nine months using ethnographic methods. Teachers invited children to compose their own messages in meaningful contexts. They used large group, small group, and learning center activities to teach about print processes and purposes for writing, and helped children apply phonological and alphabet skills. At year’s end, 68% of children were able to generate written messages and independently record them with semi-phonetic or phonetic spellings. Study findings provide an existence proof and empirically documents ways teachers can support young writers in preschool classrooms.

Authors

• Deborah Rowe, Vanderbilt University

• Erica Lee Payne, Vanderbilt University