ABSTRACT Early writing—a valuable early literacy skill—begins to develop prior to kindergarten. Young children participating in preschool benefit from writing opportunities facilitated by teachers. Writing opportunities, however, are often limited in preschool settings. It is important to understand teachers’ beliefs and practices for promoting early writing, because teachers’ beliefs inform their practices of this valuable skill. Thus, this study examined ways in which preschool teachers talk about and enact practices to support children’s writing. Thirty-two preschool teachers participated in structured interviews about their beliefs and practices for promoting writing and were observed using the Writing Resources and Interactions in Teaching Environments assessment to examine reported and observed practices. Qualitative coding organized teachers’ interview responses into conceptually meaningful categories. Results indicated that teachers’ reported and observed practices generally aligned but represented a limited set of pedagogical approaches. Although teachers reported and were observed providing materials and enacting strategies for guiding children’s handwriting, few identified strategies to support children in writing for meaning (i.e., composing) or in a manner that supported other literacy skills (e.g., letter-sound knowledge). Programmatic structure, curriculum, and teachers’ background characteristics were not associated with teachers’ beliefs or practices.

中文翻译：

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幼儿教师对写作的信念与指导

摘要 早期写作——一项宝贵的早期识字技能——在幼儿园之前就开始发展。参加学前班的幼儿受益于教师提供的写作机会。然而，在学龄前环境中，写作机会通常是有限的。了解教师的信念和做法对于促进早期写作很重要，因为教师的信念会告知他们这种宝贵技能的做法。因此，本研究调查了学前教师谈论和制定支持儿童写作的实践的方式。三十二名学前教师参加了结构化访谈，了解他们促进写作的信念和实践，并使用写作资源和教学环境中的互动评估来检查报告和观察到的实践。定性编码将教师的面试回答组织成具有概念意义的类别。结果表明，教师报告和观察到的实践大体一致，但代表了一套有限的教学方法。尽管教师报告并观察到他们提供了指导儿童书写的材料和制定策略，但很少有人确定支持儿童写作的策略（即写作）或支持其他识字技能（例如字母发音知识）的方式。课程结构、课程和教师的背景特征与教师的信仰或实践无关。结果表明，教师报告和观察到的实践大体一致，但代表了一套有限的教学方法。尽管教师报告并观察到他们提供了指导儿童书写的材料和制定策略，但很少有人确定支持儿童写作的策略（即写作）或支持其他识字技能（例如字母发音知识）的方式。课程结构、课程和教师的背景特征与教师的信仰或实践无关。结果表明，教师报告和观察到的实践大体一致，但代表了一套有限的教学方法。尽管教师报告并观察到他们提供了指导儿童书写的材料和制定策略，但很少有人确定支持儿童写作的策略（即写作）或支持其他识字技能（例如字母发音知识）的方式。课程结构、课程和教师的背景特征与教师的信仰或实践无关。字音知识）。课程结构、课程和教师的背景特征与教师的信仰或实践无关。字音知识）。课程结构、课程和教师的背景特征与教师的信仰或实践无关。