Adult Supports for Preschool Writers during Learning Centers

Autor/inn/en	Rowe, Deborah Wells; Davis, Zarabeth G.; Piestrzynski, Laura
Titel	Adult Supports for Preschool Writers during Learning Centers
Quelle	In: Reading Research Quarterly, 58 (2023) 4, S.539-560 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rowe, Deborah Wells) ORCID (Davis, Zarabeth G.) ORCID (Piestrzynski, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.506
Schlagwörter	Writing Teachers; Teacher Student Relationship; Preschool Children; Beginning Writing; Writing Instruction; Teaching Methods; Concept Formation; Freehand Drawing; Modeling (Psychology); Play; Oral Reading; Writing Processes; Phonetics; Spelling; Handwriting; Writing Evaluation; Positive Reinforcement; Informal Education + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erstschreibunterricht; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Drawing; Zeichnen; Modeling; Modelling; Modellierung; Spiel; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Phonetik; Fonetik; Schreibweise; Handschrift; Informelle Bildung; Nichtformale Bildung
Abstract	The purpose of this study was to describe how experienced emergent writing teachers supported 4-year-olds in writing their own messages during the learning centers period of the preschool day. Data were drawn from two, year-long qualitative studies of early writing instruction. Adult participants were three researcher-teachers who worked in publicly funded prekindergarten classrooms 1 or 2 days per week across a school year. A sample of six open-ended, researcher-child writing events were selected and microanalyzed using the constant/comparative method and multimodal interaction analysis. Results showed that more than a fourth of adult message units were produced in conversations occurring "off the page" aimed at developing a shared, meaningful topic for writing. Drawing was used as a platform for developing ideas and as a launch for page-based composing. Adults wrote their own texts alongside children as a means of engaging children as co-authors and providing demonstrations of adult writing. Adults frequently invited children to write messages related to their play and activity, and then asked them to read their writing. They provided direct support for writing processes. Support for children's phonetic spelling was most frequent, followed by support for writing concepts. Handwriting support was provided infrequently. Adults praised all attempts at writing, regardless of the conventionality of the product. Findings provide an empirical description of how adults can support early writing in the context of informal learning center events. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01