Integrating Writing into the Early Childhood Curriculum: A Frame for Intentional and Meaningful Writing Experiences

Autor/inn/en	Bingham, Gary E.; Quinn, Margaret F.; McRoy, Kyla; Zhang, Xiao; Gerde, Hope K.
Titel	Integrating Writing into the Early Childhood Curriculum: A Frame for Intentional and Meaningful Writing Experiences
Quelle	In: Early Childhood Education Journal, 46 (2018) 6, S.601-611 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-018-0894-x
Schlagwörter	Preschool Curriculum; Writing Instruction; Play; Learning Activities; Scaffolding (Teaching Technique); Teaching Methods + Suchen Sie Ihr Suchwort? Schreibunterricht; Spiel; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Despite the importance of early writing development to children's school success, research documents that early childhood teachers spend little time actively supporting children's writing development in preschool classrooms. This article provides a framework for integrating writing experiences across the early childhood curriculum. Practical examples are given regarding how writing opportunities can be incorporated into existing activities and play settings. The metaphor of backgrounding and foregrounding writing experiences is used to illustrate ways that teachers can set writing rich environments and activities in a manner that makes it easier for teachers to bring these experiences into everyday learning opportunities. Attention is given to how teachers can bring writing to the foreground of the curriculum by drawing attention to writing materials, making natural connections with children's interest and play, and scaffolding children's early writing attempts and experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01