Article 53 th (132) Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills

Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills

This study examined how teachers support writing in their classrooms and how these supports related to children’s expressions of early writing skill. Teachers were observed in their classrooms and instances of writing support were recorded and qualitatively coded and analyzed. Analyses examining associations between teachers’ pedagogical practice and children’s writing skills indicated that children from classrooms with teachers who supported composing exhibited stronger writing skills. Results are discussed in relation to early childhood curricular and teaching practices as well as to broader policy issues.