ABSTRACT

This paper reports the findings of in-depth qualitative research to investigate two-year-old and three-year-old children’s writing. It focuses on nine families whose children attended the same early years pre-school setting. The research developed a clear understanding of what children of this age understand about the functions and purpose of writing; and joint understanding amongst parents and early years practitioners of how the children’s emergent writing might be supported both in their home and early years setting. Data sets included a series of classroom observations, examples of children’s writing, and interview transcripts with children’s parents and early years practitioners. Findings showed that most adults did not perceive that the children could write, a perception that was rooted in the conceptualisation of writing as necessarily formed of conventional text, and a skill to be developed and taught at a later age. In direct contrast to this, the participant children were engaging in their own discourse of writing to record and share meaningful text. It is argued that if young children perceive themselves to be writing, a responsive writing pedagogy can only be effective if the development ofwriting in the early years is reframed.

摘要

本文报告了对 2 岁和 3 岁儿童写作进行深入定性研究的结果。它关注九个家庭，他们的孩子就读于相同的早期学前教育环境。这项研究清楚地了解了这个年龄段的孩子对写作的功能和目的的理解；父母和早教从业者共同了解如何在家庭和早教环境中支持孩子的紧急写作。数据集包括一系列课堂观察、儿童写作示例以及与儿童父母和早期从业者的访谈记录。调查结果表明，大多数成年人并不认为孩子会写字，一种植根于写作的概念化的观念，它必然由传统文本构成，并且是一种需要在以后发展和教授的技能。与此形成鲜明对比的是，参与者的孩子们正在参与他​​们自己的写作话语来记录和分享有意义的文本。有人认为，如果幼儿认为自己在写作，那么只有在重新构建早年写作发展的情况下，响应式写作教学法才会有效。