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ERIC Number: ED355552
Record Type: Non-Journal
Publication Date: 1992-Nov
Pages: 7
Abstractor: N/A
Reference Count: N/A
Children's and Teacher's Interaction with the Writing Journal in a Pre-K Classroom.
Campbell, Tim K.
A study examines teacher's and children's interactions with the use of the writing journal in a pre-k classroom (ages 3 to 4). Eight pre-school children and three teachers in a university lab school were observed twice a week for 1-hour sessions over a 6-month period. The use of the writing journal was a part of the total learning environment which involved a developmental, experience-based curriculum. Data included participant observation, field notes, informal interviews, and writing samples. Five emerging themes considered from the children's perspective were noteworthy: (1) ownership of the writing journal; (2) confusion in the writing; (3) feelings/emotions about writing; (4) hesitancy/questioning; and (5) intrinsic motivation. Two themes from the teacher's perspective were also noteworthy: confusion about the activity of the writing journal; and questions about the efficacy of the writing journal. Findings suggest that both children and teachers have much to gain in literacy and language development in the use of the writing journal. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A