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Young Children’s Writing in Play-Based Classrooms
Few studies connect teachers’ intentionality with children’s writing in play-based contexts. Thus, the goal of this study (n = 5) was to examine how the use of stations and intentional teaching encouraged writing in two preschool classrooms. Interviews with the preschool director and classroom teach...
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Published in: | Early childhood education journal 2020-03, Vol.48 (2), p.233-242 |
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Main Authors: | , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
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Summary: | Few studies connect teachers’ intentionality with children’s writing in play-based contexts. Thus, the goal of this study (n = 5) was to examine how the use of stations and intentional teaching encouraged writing in two preschool classrooms. Interviews with the preschool director and classroom teachers as well as observations of the children helped our understanding of how the teachers worked to naturally integrate writing into children’s play. Findings suggest learning stations that encourage writing offered authentic and creative opportunities for composition, but must be scaffolded with intentional teaching in order for children to continue to develop their writing skills. |
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ISSN: | 1082-3301 1573-1707 |
DOI: | 10.1007/s10643-019-00990-0 |