Although early writing is considered an essential pathway to language and literacy development for preschool-age children (i.e., 3- to 5-years-old), it tends to receive less priority when compared to reading in early childhood (EC) education. To bolster teachers’ early writing practices, researchers have closely examined the nature of the writing instruction and experiences that occur in EC classrooms. In this multiple methods study, we capitalized on a purposeful sample of 30 classrooms where children demonstrated higher language gains to examine and describe how early writing experiences were implemented in these contexts. Using deductive and inductive approaches, we explored various characteristics of writing events that occurred, including the grouping format, activity setting, instructional foci, and teachers’ supportive strategies to understand how these characteristics worked together to shape teacher-child writing interactions. We found that the written product and instructional foci were linked to teachers’ use of specific strategies, which ultimately shaped children’s participation in writing, particularly children’s engagement with different components of writing (i.e., handwriting, spelling, and composing). Findings of this study provide important insight into the dynamic interplay of environmental, instructional, and interactional factors that shape writing instruction and experiences in EC classrooms.

中文翻译：

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幼儿课堂的写作经历让孩子们获得了更高的语言收获


尽管早期写作被认为是学龄前儿童（即 3 至 5 岁）语言和读写能力发展的重要途径，但与早期儿童 (EC) 教育中的阅读相比，它的优先级往往较低。为了加强教师的早期写作实践，研究人员仔细研究了 EC 课堂中写作教学和体验的性质。在这项多方法研究中，我们利用 30 个教室的有目的样本来检查和描述如何在这些环境中实施早期写作经验，在这些教室中，孩子们表现出了较高的语言收益。使用演绎和归纳方法，我们探索了发生的写作事件的各种特征，包括分组形式、活动设置、教学重点和教师的支持策略，以了解这些特征如何共同作用来塑造师生写作互动。我们发现，书面产品和教学重点与教师使用特定策略有关，这最终影响了儿童对写作的参与，特别是儿童对写作不同组成部分（即手写、拼写和写作）的参与。这项研究的结果为了解影响 EC 课堂写作教学和体验的环境、教学和互动因素的动态相互作用提供了重要的见解。