ABSTRACT

Standardized writing assessments based in linear progressions position teachers for deficit views of young children’s emergent writing development. Consequently, the researcher video recorded a writing assessment of his son, Daniel, at age 5 years, 4 months, as he composed a story across pages of a blank book, using an assortment of writing tools. Data sources included the transcription of the writing session and Daniel’s final product. The researcher first used open coding then coding based in systemic functional linguistics. Based in ecological and social semiotic perspectives, the researcher shows how Daniel’s writing development was expressed interpersonally, with the emerging text functioning as mediational tool. Findings show Daniel’s emergent sense of self as a writer, the role of the adult facilitator, and the dynamics of interaction and dialectic of Daniel’s internalization process. As formative assessment, next steps in instruction are suggested. The author discusses the necessities of closely observing and supporting young children’s composing process and the imperative of a developmental assets perspective when assessing young children’s writing, with implications for policy, teacher education, teaching, and research.

摘要

基于线性进程的标准化写作评估使教师对幼儿的新兴写作发展缺乏看法。因此，研究人员的录像带记录了他的儿子丹尼尔（Daniel）5岁4个月的写作评估，当时他使用各种各样的书写工具在空白书的各个页面上撰写了一个故事。数据来源包括写作会议的记录和丹尼尔的最终作品。研究人员首先使用开放编码，然后使用基于系统功能语言学的编码。基于生态和社会符号学的观点，研究人员展示了丹尼尔的写作发展是如何在人际交往中表达的，而新兴的文本则充当了中介工具。调查结果显示，丹尼尔（Daniel）作为作家逐渐崭露头角，成为成人促进者，以及丹尼尔内部化过程的互动和辩证法的动态。作为形成性评估，建议进行下一步教学。作者讨论了密切观察和支持幼儿的写作过程的必要性，以及在评估幼儿的写作时发展资产观点的必要性，这对政策，师范教育，教学和研究具有重要意义。