Writing Instruction in Pre-Kindergarten Classrooms: Methods, Considerations, and Practices

Abstract

Writing instruction in pre-kindergarten classrooms meets the need to address students' emerging literacy skills and understandings as well as addresses young children's natural curiosity about the written word. Current research and practical literature emphasize the importance of the social, physical, and instructional environments on the acquisition of and interest in writing skills and understandings. Through differentiated curricula that includes whole group, small group, and individual interactions, experiences, and teaching opportunities, students can make progress in their writing development and maintain their natural interest. Writing can and should be incorporated into multiple times of the day and locations in the classroom. Students should be engaged in experiences that prompt them to use writing in interesting, natural ways and have multiple opportunities to work with their peers as well as with adults. Teachers in pre-kindergarten must engage his or her students in both planned and impromptu learning opportunities surrounding writing. Emphasis should be placed on purpose and meaning rather than on letter formation or spelling; those are skills that will come later. The curriculum materials developed address these major themes and guidelines that emerge from the research and practical literature.