Write from the Start: Developmentally Appropriate Classrooms Supporting Young Writers

Abstract

Recent educational reform and adaptation of learning theories to emergent literacy instruction recognize writing as developmentally appropriate for supporting young children's success in literacy. This child-centered approach to emergent writing requires deep understanding of the developmental capabilities and needs of learners. Situating emergent writing within an intentionally structured and predictable learning context promotes autonomous exploration of writing. Intentional and developmentally appropriate instructional strategies scaffold the writing curriculum to accommodate the individual needs of students. Teacher and student assessment strategies employ numerous uses evaluating the effectiveness of instruction and growth of young children as writers. The implications of this work serve to provide educators the rationale and methodology for supporting young children in emergent writing.