Writing

Front 1

Dennis & Votteler, (2013) (a)

Back 1

‘Early literacy skill development iscritical in young children’s learning and development. Emergent literacy skillsin young children are fundamental in the developmental building blocks toskilled readers in the future. By learning about print and letter knowledge itcan help to improve children’s reading in the future.’ (Dennis& Votteler, 2013)

Front 2

Wyse & Jones, et al. (2013) (a)

Back 2

‘Children show naturalcuriosity about the nature of written language through living and observing theenvironment around them. A print-rich environment has a great influence onchildren’s emergent writing’ (Wyse & Jones, etal., 2013)

Front 3

Evans, (2001) (a)

Back 3

‘Children need to be provided withopportunities for writing at home. It is important to have writing materialsavailable in the home setting such as pens, paper and pencils. Andencouragement from significant adults is important to use the materials andsitting with the child and talking about their writing helps to support theirliteracy learning’ (Evans, 2001)

Front 4

Wyse & Jones, et al. (2013) (b)

Back 4

‘Wyse & Jones, et al(2013) suggest that childrenneed to be in a home environment that gives them the opportunity to write. Theystate that written language is learned through active engagement with theirsocial and cultural worlds such as the home environment’

Front 5

Wyse, (1998)

Back 5

Home School Partnerships: ‘Home/schoolpartnerships are important to keep parents and teachers communicating about thechild’s writing and progression. And to offer support to parents who may needto extra help when supporting their child’s writing at home. Advice andinformation can be shared between parents and educators’ (Wyse, 1998)

Front 6

Evans, (2001) (b)

Back 6

Guided Writing: ‘Withsupport of the teaching staff and educators the school environment is crucialin developing children’s writing as practitioners can follow Vygotsky’s andBruner’s theory of scaffolding to support children when they are attempting towrite. By working in a guided writing situation teachers can support childrenin the classroom environment’ (Evans, 2001)

Front 7

Dennis & Votteler, (2013) (b)

Back 7

Drawing & Writing: ‘Youngchildren may first draw their stories before attempting to write them. Whenteachers encourage and invite children to write or draw they can encourage thechild to think about ideas and stories to generate ideas. And teachers shouldtreat young children’s drawings as early stages of writing to’ (Dennis & Votteler, 2013)

Front 8

Wyse & Jones, et al. (2013) (b)

Back 8

Unaided Writing: ‘Teacherscan also let children work independently within the classroom setting and thisallows the youngest children to practice ‘early mark making’ and ‘pre-alphabeticdrawings’. By leaving the children to work alone the teacher can then assessthe child’s writing and see where intervention and support is needed’ (Wyse & Jones, et al 2013)