This study investigates translation strategies that enhance idea generation and linguistic construction in early childhood composing, focusing on high language-growth prekindergarten to first-grade classrooms. Our sample included 28 teachers from two under-resourced districts in the Northeastern United States, serving 324 children. Using an exploratory sequential mixed-method approach, we analyzed 28 video recordings of small group composing sessions to identify specific strategies employed by teachers. We found teachers’ use of strategies for idea generation and language construction were positively associated with children's receptive vocabulary growth. Teachers in high language-growth classrooms were approximately three and half times more likely to use translation strategies than teachers in low language-growth classrooms. Five strategies emerged that facilitate memory retrieval, comparative thinking, and idea synthesis related to idea generation. Additionally, five strategies related to language construction emerged for transitioning children’s language from contextualized to decontextualized forms, enhancing vocabulary, and constructing more complex sentences. These insights provide a framework for teachers to support early writing development through targeted and intentional instructional strategies to facilitate the idea-language translation process, thereby promoting significant gains in children's language skills.

本研究调查了增强幼儿作曲中想法产生和语言构建的翻译策略，重点关注语言高增长的学前班到一年级课堂。我们的样本包括来自美国东北部两个资源匮乏地区的 28 名教师，为 324 名儿童提供服务。使用探索性顺序混合方法，我们分析了 28 个小组作曲课程的视频记录，以确定教师采用的具体策略。我们发现教师使用策略进行想法生成和语言构建与儿童的接受词汇增长呈正相关。语言增长高的课堂上的教师使用翻译策略的可能性大约是语言增长缓慢的课堂上的教师的三倍半。出现了五种策略，促进了与想法生成相关的记忆检索、比较思考和想法综合。此外，出现了五种与语言构建相关的策略，用于将儿童语言从语境化形式过渡到去语境化形式、增加词汇量和构建更复杂的句子。这些见解为教师提供了一个框架，通过有针对性和有意识的教学策略来支持早期写作发展，以促进想法-语言的翻译过程，从而促进儿童语言技能的显着提高。