Who, What, and Where: Classroom Contexts for Preschool Writing Experiences

Abstract

ABSTRACT Although writing is a critical foundational skill and teachers’ approaches to writing is connected to development, writing instruction in preschool is often limited, infrequent, and narrow. While research has investigated literacy environments of preschool classrooms, often with a focus on reading, less is known about writing environments. Thus, it is important to better understand writing contexts in preschool classrooms. Research Findings: Through observations in preschool settings, this study sought to better understand the nature of writing in preschool classrooms. A total of 71 classrooms were observed across three US states, in a variety of settings (i.e., private, Head Start, public PreK, and university lab school). Observation data was coded based on grouping and environmental contexts and instructional content. Results demonstrate uneven writing experiences, often narrowly focused in terms of content, with more frequent writing in art, planned small group activities, and in writing centers, with few instances occurring naturalistically in play, despite professional recommendations. Practice or Policy: This study has practical and policy-based implications as it provides insight as to the ways in which this important foundational skill is being addressed in real classrooms. The findings herein may inform interventions around writing instruction in early childhood.