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Emergent Writing

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Emergent Writing

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    1. Emergent Writing

    2. “Writing is the shaping of letters to represent spoken words which, in turn, represent what is in the soul.” The Muqaddimah of Ibn Khaldűn – 14th Century

    3. Emergent Writing Definition: Emergent writing means that children begin to understand that writing is a form of communication, and their marks on paper begin to convey a message.

    4. Research Point: Children understand that writing conveys meaning before school entry Why might children have a better (emergent) understanding of writing processes than reading processes before school entry? Note functional aspects of writing that children have witnessed with parents and others; writing more understandable, more active, than if someone is reading (to oneself, not reading aloud to child, pointing etc.).Note functional aspects of writing that children have witnessed with parents and others; writing more understandable, more active, than if someone is reading (to oneself, not reading aloud to child, pointing etc.).

    5. Social - constructivist view of early writing 1. How do the principles of social-constructivism apply to writing? 2. What are some examples of functional writing that most children will see at home? Purpose of writing similar to reading: we read and write to construct meaning - - in reading, respond to text, in writing, construct text. (as seen in video “Your Child – Ready to Learn”) – parents making lists, taking telephone messages, leaving notes for others, signing cards and receiving letters; writing directions to followPurpose of writing similar to reading: we read and write to construct meaning - - in reading, respond to text, in writing, construct text. (as seen in video “Your Child – Ready to Learn”) – parents making lists, taking telephone messages, leaving notes for others, signing cards and receiving letters; writing directions to follow

    6. The Adult’s Essential Role Children’s earliest drawing/scribbling stages represent discovery and are windows into their literary awareness. Research (Dearden, 1984) shows that teachers whose style promotes and rewards discovery facilitate independent learners. Excessive structure impedes independent learning and limits the early literacy concepts that the child can perceive/take in. For example – do they perceive that words are of differing lengths? Spaces between them? Upper case/lower case letters – which predominate? Even awareness of vowel-consonant relationships can be seen evolving in early scribbles. Dearden did extensive analysis of teaching styles For example – do they perceive that words are of differing lengths? Spaces between them? Upper case/lower case letters – which predominate? Even awareness of vowel-consonant relationships can be seen evolving in early scribbles. Dearden did extensive analysis of teaching styles

    7. The Adult’s Role (cont.) Promote DISCOVERY Offer GUIDANCE where needed (e.g., directionality) Teacher is CONSULTANT first; specific rules come later.

    8. First Relevant Writing: Own Name Using what you know about young children’s psychological development, why would this be developmentally appropriate? Developmentally, the child is the center of his/her universeDevelopmentally, the child is the center of his/her universe

    9. Interesting Emergent Writing Fact: Initially, children don’t distinguish between drawing and writing because both convey meaning. How can we make use of this knowledge in encouraging even the littlest ones to “write”? Promote their natural human desire to communicate – from non-verbal to talking to symbolic play, each stage is rooted in earlier stages and forms new network of communication resources – so we must foster the human impulse to turn our experiences into story – encourage making and telling stories, then ‘drawing’ stories while telling -- which shapes children’s intellectual development to the eventual point where they realize that writing represents language. Promote their natural human desire to communicate – from non-verbal to talking to symbolic play, each stage is rooted in earlier stages and forms new network of communication resources – so we must foster the human impulse to turn our experiences into story – encourage making and telling stories, then ‘drawing’ stories while telling -- which shapes children’s intellectual development to the eventual point where they realize that writing represents language.

    10. 2 Broad Phases of Writing Development What might you expect to see in birth – 3? In ages 3 – 6? How can your awareness of these phases help you with young students’ learning differences? For more detailed categories of writing development, see Sulzby (1985) – summarized in Morrow text. Birth to 3 – drawing, marks, then scribbling 3 – 6: controlled scribbling begins to look like writing AND they will tell you what it saysBirth to 3 – drawing, marks, then scribbling 3 – 6: controlled scribbling begins to look like writing AND they will tell you what it says

    11. Details of Writing Stages: Can YOU put these in order? SCRIBBLING DRAWING LETTER-LIKE FORMS INVENTED SPELLING CONVENTIONAL SPELLING WELL-LEARNED UNITS OR LETTER STRINGS Drawing – Scribbling – Letter-Like Forms – Well-Learned Units or Letter Strings – Invented Spelling - ConventionalDrawing – Scribbling – Letter-Like Forms – Well-Learned Units or Letter Strings – Invented Spelling - Conventional

    12. The “Pancake Effect” -- a cause for concern? Marie Clay (1991) calls reversed writing “the pancake effect” or “flipped writing”. She notes that this is usually a temporary variability, not a concern at early stages of writing. If it persists, it may represent a disturbance to the child’s directional schema and is usually responsive to teacher guidance for correction.

    13. Helping Children Change Their Directional Responses Adult modeling of movement pattern Promote consistent use of one hand* Provide books and models with messages consistently starting in roughly same place Provide a prop (e.g. green sticker) to show starting position *General directionality games – Hokey Pokey etc. – helpful at this stage Most to least desirableMost to least desirable

    14. “The Pebble in the Pond” When child runs out of space, he/she writes around the edges Not a concern, merely a developmental stage

    15. Summary: Morrow text has practical suggestions for all the ways to expose children to writing, from early childhood at home, into preschool Essential: writing centers, journals, writer’s workshop, using literature etc. Chapter 8 has a good early writing checklist PLUS excellent references, particularly because author (Morrow) has done a good deal of primary research on this.

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