Supporting Preschoolers' Writing Identities in the Scribbling Phase

Autor/inn/en	Emerson, Andrea M.; Hall, Anna H.
Titel	Supporting Preschoolers' Writing Identities in the Scribbling Phase
Quelle	In: Reading Teacher, 72 (2018) 2, S.257-260 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1699
Schlagwörter	Leitfaden; Unterricht; Lehrer; Preschool Children; Emergent Literacy; Writing Instruction; Identification (Psychology); Teacher Attitudes; Parent Attitudes; Student Attitudes; Preschool Teachers; Self Efficacy; Student Motivation + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Schreibunterricht; Lehrerverhalten; Elternverhalten; Schülerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Self-efficacy; Selbstwirksamkeit; Schulische Motivation
Abstract	The early emergent stage of writing consists of drawing and scribbling. This article provides a rationale for teachers to reframe their dispositions toward scribbling and reshape their interactions with writers in the early emergent stage. These teaching tips were derived from the authors' study of teacher, parent, and young students' perceptions of scribbling and highlight the importance of positive teacher interactions regarding the scribbling phase of early emergent writers to maintain students' self-efficacy, motivation, and writing identity in preschool classrooms. Practical strategies, positive verbal responses, and engaging questions are provided for teachers to acknowledge and encourage scribbling as early writing. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01