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ERIC Number: EJ1189662
Record Type: Journal
Publication Date: 2018
Pages: 4
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: N/A
Supporting Preschoolers' Writing Identities in the Scribbling Phase
Emerson, Andrea M.; Hall, Anna H.
Reading Teacher, v72 n2 p257-260 Sep-Oct 2018
The early emergent stage of writing consists of drawing and scribbling. This article provides a rationale for teachers to reframe their dispositions toward scribbling and reshape their interactions with writers in the early emergent stage. These teaching tips were derived from the authors' study of teacher, parent, and young students' perceptions of scribbling and highlight the importance of positive teacher interactions regarding the scribbling phase of early emergent writers to maintain students' self-efficacy, motivation, and writing identity in preschool classrooms. Practical strategies, positive verbal responses, and engaging questions are provided for teachers to acknowledge and encourage scribbling as early writing.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive; Guides - Classroom - Teacher
Education Level: Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A