Early writing includes both transcription skills (e.g., handwriting and spelling) and composing skills (e.g., the generation, manipulation, and translation of ideas into writing), yet early composing is not as well understood in academic research or by classroom educators. This study seeks to understand 1) how children retained or modified core idea units from pre-writing verbalizations to post-writing verbalizations and 2) how these transformations are related to other composing components, such as connection of ideas. Participants in this study included 133 children at the end of their prekindergarten year. Children completed two composing tasks related to planning a birthday party: an Invitation task and a List task, in which they were asked what they planned to write before writing and then what they had written after writing. Results indicate that most children’s pre- and post-verbalizations were connected in meaning. While children overwhelmingly modified their core ideas on both tasks, more children retained ideas on the List task than the Invitation task. Children most often concurrently added and deleted ideas on both tasks, but did so less often when pre- and post-verbalizations were connected in meaning. Implications for supporting the complete writing process, from planning to review and revision, in classroom practices as well as further directions for research are discussed.

早期写作包括转录技能（例如，手写和拼写）和作曲技能（例如，想法的产生、处理和转化为书面），但早期写作在学术研究或课堂教育者中并没有得到很好的理解。本研究旨在了解 1） 儿童如何保留或修改从写作前的口头表达到写作后的语言表达的核心思想单元，以及 2） 这些转变如何与其他作曲组成部分相关，例如思想的联系。这项研究的参与者包括 133 名学前班结束时的儿童。孩子们完成了两项与策划生日派对相关的作文任务：邀请任务和列表任务，他们被问到他们打算在写作前写什么，然后是他们在写作后写了什么。结果表明，大多数儿童的言语前后在意义上是相关的。虽然孩子们压倒性地修改了他们在这两项任务上的核心思想，但更多的孩子在列表任务上保留了想法，而不是邀请任务。儿童最常同时在这两项任务上添加和删除想法，但当前后语言化在含义上相连时，这种做法较少。讨论了在课堂实践中支持从计划到审查和修订的整个写作过程的影响，以及进一步的研究方向。