Abstract
This article reports on a current piece of action research designed to explore how the writing skills of first-year early childhood students can be developed in proactive and innovative ways. It describes how the research/tutor team worked with colleagues to produce and deliver a series of activities which were embedded in first-year core modules on the Early Childhhod Studies degree. The activities were designed to stimulate discussions about writing in higher education and provided students with opportunities to write and receive feedback about their writing throughout the first year of their programme. The research discusses the rationale for such activities and describes the reactions of staff and students to the activities.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.