Nordic preschool student teachers' views on early writing in preschool

• Published in: International journal of early years education 2022, Vol.30 (4), p.714-729
• Main Authors: Magnusson, Maria, Hofslundsengen, Hilde, Jusslin, Sofia, Mellgren, Elisabeth, Svensson, Ann-Katrin, Heilä-Ylikallio, Ria, Hagtvet, Bente E.
• Format: Article
• Language: English
• Subjects: Cross Cultural Studies; Early literacy; Early writing; Education; Educational Sciences; Emergent Literacy; Foreign Countries; Holistic Approach; Learning; Literacy Education; Lärande; Pedagogik; Preschool Children; Preschool Education; preschool student teacher; Preschool Teachers; professional competence; Role Models; Student Teacher Attitudes; Student teachers; Student writing; support; Teacher attitudes; Teacher Education Programs; Teacher Student Relationship; Utbildningsvetenskap; Writing (Composition); Writing Attitudes; Writing instruction
• ISSN: 0966-9760; 1469-8463; 1469-8463
• DOI: 10.1080/09669760.2021.1948820

This study investigates preschool student teachers' views on how early writing should be supported in preschool. The sample consists of 66 preschool student teachers from Finland, Norway, and Sweden, who participated in the study by responding to open-ended questions on a written questionnaire. Results show that the respondents' answers were underpinned by holistic views on children's learning; they value children's own initiative as a decisive learning factor. Further, the responses underscore the importance of a writing-inviting environment and the preschool teachers acting as role models. The respondents rarely offered explicit theoretical reasons and arguments for why they would encourage early writing. Based on the findings, it appears critical to discuss within the profession the issue why early writing should be encouraged.