Assessing Four- and Five-Year Old Children's Play-Based Writing: Use of a Collaboratively-Developed Assessment Tool

Autor/inn/en	Friedrich, Nicola; Stagg Peterson, Shelley
Titel	Assessing Four- and Five-Year Old Children's Play-Based Writing: Use of a Collaboratively-Developed Assessment Tool
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 2, S.366-379 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Friedrich, Nicola) ORCID (Stagg Peterson, Shelley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2021.1959522
Schlagwörter	Play; Writing (Composition); Kindergarten; Young Children; Foreign Countries; Spelling; Writing Evaluation; Handwriting; Printing; Freehand Drawing; Social Influences; Canada + Suchen Sie Ihr Suchwort? Spiel; Schreibübung; Frühe Kindheit; Ausland; Schreibweise; Handschrift; Buchdruck; Drucken; Drawing; Zeichnen; Sozialer Einfluss; Kanada
Abstract	In this study, we make the case for using texts children create as part of their play as a means for assessing their developing print literacy knowledge. We assessed 4- and 5-year-old children's authentic texts using categories and criteria from the "Assessing Young Children's Marks/Drawing/Print" tool, a research-based, classroom assessment we co-created with educators. We describe patterns we identified from our assessment of 104 texts the children created as part of their play within six themed centres in three kindergarten classrooms in a small northern town in Ontario, Canada. Overall, our assessment revealed the children's understanding of spelling and the conventions of writing, and of writing as a social practice. However, since many texts were at the single word level, we were unable to determine the children's understanding of conventions associated with more complex texts. We conclude by demonstrating how teachers might use the tool to assess children's play-based texts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01