With a view of children as social negotiators, this study explored how preschool children’s voices were nurtured through the implementation of an early-writing/applied phonics approach called Kid Writing (KW). The approach encouraged children to compose writing from their lives as they were guided by an adult who scaffolded the writing process. An analysis of classroom observations, focus groups, and children’s work samples revealed the extent to which preschool children’s voices, motivation, and writing capabilities were supported. Imperative to children’s success as writers in this study was the expansion of preschool teachers’ views of what counts as writing. By legitimizing the full developmental continuum of children’s early writing attempts, including scribbling, mark-making, drawing, and early letter formation, the results of this study documented what young children are capable of when they are empowered to self-express through their joy of writing. The findings disrupt the notion that preschool children are not ready to write. Rather, children’s overall literacy learning is supported by providing opportunities for preschoolers to write from their lived experiences.

着眼于儿童作为社会谈判者，本研究探讨了如何通过实施一种称为儿童写作 （KW） 的早期写作/应用语音方法来培养学龄前儿童的声音。这种方法鼓励孩子们在成人的指导下从他们的生活中创作作品，而成年人则为写作过程提供支持。对课堂观察、焦点小组和儿童工作样本的分析揭示了学龄前儿童的声音、动机和写作能力得到支持的程度。在这项研究中，儿童作为作家取得成功的必要条件是扩大学前教师对什么是写作的看法。通过使儿童早期写作尝试的完整发展连续体合法化，包括涂鸦、做标记、绘画和早期字母形成，这项研究的结果记录了当幼儿有能力通过写作的乐趣进行自我表达时，他们能够做什么。这些发现打破了学龄前儿童还没有准备好写作的观念。相反，通过为学龄前儿童提供根据他们的生活经历写作的机会来支持儿童的整体识字学习。