Integrating Writing into the Early Childhood Curriculum: A Frame for Intentional and Meaningful Writing Experiences |
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| Authors: | Gary E Bingham Margaret F Quinn Kyla McRoy Xiao Zhang Hope K Gerde |
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| Institution: | 1.Georgia State University,Atlanta,USA;2.University of Tennessee,Knoxville,USA;3.Michigan State University,East Lansing,USA |
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| Abstract: | Despite the importance of early writing development to children’s school success, research documents that early childhood teachers spend little time actively supporting children’s writing development in preschool classrooms. This article provides a framework for integrating writing experiences across the early childhood curriculum. Practical examples are given regarding how writing opportunities can be incorporated into existing activities and play settings. The metaphor of backgrounding and foregrounding writing experiences is used to illustrate ways that teachers can set writing rich environments and activities in a manner that makes it easier for teachers to bring these experiences into everyday learning opportunities. Attention is given to how teachers can bring writing to the foreground of the curriculum by drawing attention to writing materials, making natural connections with children’s interest and play, and scaffolding children’s early writing attempts and experiences. |
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