Writing is essential for communication in literate societies, and its successful acquisition and development is central to academic achievement. Beginning in early childhood, preschool-age children gradually develop componential skills within the domains of handwriting, spelling, and composing that ultimately enable them to translate thoughts and ideas into printed words to convey a message. Previous research has largely focused on teachers’ practices in the general classroom context. In this study, we applied a fine-grained approach to examine preschool teachers’ instructional practices for supporting children’s early writing skills in a dyadic (i.e., one-on-one) context. The key aims were: (1) to describe teachers’ supportive strategies for handwriting, spelling, and composing within a dyadic writing task; and (2) to determine whether teachers’ supportive strategies varied according to the domain of writing they addressed. We asked thirty teacher–child dyads to complete a picture description writing task, and used a researcher-developed coding scheme to document teachers’ supportive strategies. Descriptive analyses revealed that teachers frequently used directives, modeling, and closed-ended requests, and that there was wide variation in teachers’ supportive strategies for writing, Moreover, teachers’ instruction primarily focused on spelling and composing, and less so on handwriting. Accordingly, our findings help to complement and extend the extant literature regarding teachers’ writing practices by providing a detailed description of teachers’ strategies to facilitate children’s writing and demonstrating the ways in which these strategies vary within a dyadic context.

写作对于有文化的社会中的交流至关重要，而写作的成功获得和发展是学术成就的核心。从幼儿时期开始，学龄前儿童逐渐发展手写、拼写和作曲领域的组成技能，最终使他们能够将思想和想法转化为印刷文字来传达信息。以前的研究主要集中在一般课堂环境中教师的实践。在这项研究中，我们应用了一种细粒度的方法来检查学前教师在二元（即一对一）环境中支持儿童早期写作技能的教学实践。主要目标是：(1) 描述教师在二元写作任务中对手写、拼写和作文的支持策略；(2) 确定教师的支持策略是否因他们所涉及的写作领域而异。我们要求 30 名师生二人完成图片描述写作任务，并使用研究人员开发的编码方案来记录教师的支持策略。描述性分析表明，教师经常使用指令、建模和封闭式要求，教师对写作的支持策略存在很大差异。而且，教师的教学主要侧重于拼写和作文，对手写的教学较少。因此，