Parental strategies to scaffold emergent writing skills in the pre-school child within the home environment
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Joint writing activities between parent and child can enhance literacy skills in young children. This paper describes the strategies used by a mother to scaffold her daughter's alphabet letter shaping, word, and story writing in the years before formal schooling. The strategies included identifying alphabet letters embedded in environmental print and books, tracing letter shapes with fingers whilst using directional language, and using whole arm movements to form letter shapes in the air. Writing samples and examples of parent-child interactions were collected at 3 to 4 years of age and are described within the framework of Gentry's writing stages. The joint-writing techniques and activities illustrated in this case-study emphasize the use of letter names and letter shapes and may provide effective strategies for parents and early childhood educators to scaffold emergent writing development in young children.
Early Years: An International Journal of Research and Development
© 2010 Routledge. This is an electronic version of an article published in Early Years, Volume 30, Issue 1 March 2010 , pages 79 - 94. Early Years is available online at: http://www.informaworld.com with the open URL of your article.