Article "Examining early chilhood teacher's writing practices: Associations between pedagogical support and children writing skill"

Ayu Rina Dwi Utari
16611073
21st article

"Examining early chilhood teacher's writing practices: Associations between pedagogical support and children writing skill"

This article explains that despite the recognition of the importance of children's language and reading ability to later achievement, little is known about the teacher's supportive approach in preschool classroom contexts and the way this approach relates to the development of children's writing. 41 preschools and pre-K teachers in three US states and students (N = 488) participated. Teachers are observed in their classes and examples of support writing are recorded and coded, as well as in qualitative analysis. Findings indicate that teachers support the use of writing by children, but the scope and focus of support strategies used are limited. This suggests that teachers are more likely to focus on writing and wiping skills, with less attention to writing. The analysis examining the relationship between teacher pedagogical practice and child's writing skills shows that children from the classroom with teachers who support composition demonstrate stronger writing skills.