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Published, Version of Record (VoR)Open Access via Drexel Libraries Read and Publish Program 2024CC BY V4.0, Open
Journal article
Empowering Young Writers: A Multimodal Case Study of Emergent Writing in Urban Preschool Classrooms
Early childhood education journal
22 Nov 2024
Featured in Collection : Research Supported by Drexel Libraries' OA Programs
Abstract
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.
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Details
- Title
- Empowering Young Writers: A Multimodal Case Study of Emergent Writing in Urban Preschool Classrooms
- Creators
- Katie Amelia Mathew (Corresponding Author) - Drexel University, School of EducationVera J. Lee - Drexel University, School of EducationClaudia Gentile - University of ChicagoCasey Hanna - Drexel UniversityAlene Montgomery - Drexel University
- Publication Details
- Early childhood education journal
- Publisher
- Springer Nature
- Number of pages
- 13
- Grant note
- William Penn Foundation
We would like to gratefully acknowledge Diane Waff, Judy Buchanan, and the Literacy Coaches associated with the Philadelphia Writing Project. We would also like to thank all of the directors, site directors, and teachers at our partnering preschools.
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Web of Science ID
- WOS:001360887500001
- Scopus ID
- 2-s2.0-85210010293
- Other Identifier
- 991021961411704721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research