Valuing and supporting the complex writing processes of emergent writers

Dados Bibliográficos

ID21722166
AutoresMelinda Zurcher (0000-0003-1413-0757, Ball State University, autor correspondente), Angela Stefanski (Ball State University), Angela J Stefanski (Ball State University)
Ano2025
Volume25
Fascículo1
Páginas185-215
Data de publicação2025-03-01
Open AccessSim
TipoARTICLE
PeriódicoJournal of Early Childhood Literacy (JOURNAL)
Identificadores do periódicoISSN: 1468-7984 • E-ISSN: 1741-2919
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/14687984221123709
OpenAlexW4294591906
IdiomaEN
Citações recebidas4
Referências citadas35

This collective case study sought to investigate the distinctive writing processes and productions of young writers within the space of a writers’ workshop. Based on video-taped observations, fieldnotes, writing samples, and teacher and student interviews, a description of preschool students’ writing processes began to unfold. Some might consider these preschool writing processes to be necessary stepping stones to more conventional writing, but this study makes clear the students already engaged in complex writing processes that may have distinct, valuable qualities to be encouraged and supported. The following research questions guided the data collection and analysis for this study: “How do preschool students create texts within a writers’ workshop?” and “How do these processes differ from past descriptions of the writing process?” These questions are significant, because much of the literature focuses on the writing processes of older students or specific aspects of the emergent writing process (e.g., rehearsal, transcription, dialogue), but this study attempted to describe preschool writing processes as a whole and then identify the dimensions distinctive to these early writers. The data collected in this study highlighted three tightly interconnected themes that reflected aspects of preschool writing processes: the use of illustrations to direct the story, play within writing, and the socialization of emergent authoring. All of these themes underscore how students were writing “in the moment” and creating a multimodal production. By valuing this entire production rather than only the finished written product, young students can view themselves as authors and take on that role

Academic writing · Art · Collaborative writing · Creative writing · Developmental psychology · Ethnography · Fieldnotes · Mathematics education · Pedagogy · Professional writing · Socialization · Sociology · Visual arts · Writing process · Computer Science · Literacy, Media, and Education · Psychology · Reading and Literacy Development · Writing and Handwriting Education

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