Becoming a writer: kindergarten teachers and students learning together?

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Abstract

Learning to write is a major challenge for children entering school and supporting this process is an equally major challenge for the teachers of our youngest school students. Moreover, early success with school literacy often leads to future success and a positive attitude towards school literacy and school in general, while a poor beginning can lead to frustration, avoidance and a negative attitude. However, when children begin formal schooling two worlds (prior to school and school) come together and this coming together is a complex process. Children entering Australian schools come from diverse cultural and linguistic backgrounds with varied home and community experiences and many ways of making meaning. Some children enter schools with experiences that are closely matched to the pedagogy and practice of school, while others do not. Teachers are also diverse, coming to the teaching of early literacy with different qualifications, levels of experience, beliefs and understandings of how children learn. In this paper I will discuss some of the findings of the first and second phases of a long term study exploring the teaching and learning of writing in the first six months of formal schooling conducted in Australia in 2007.
Original languageEnglish
Title of host publicationChanging Landscapes of Literacy, Building Best Practice. Reading Association of Ireland 32nd Annual Conference
EditorsBrendan Culligan
Place of PublicationDublin
PublisherReading Association of Ireland (RAI)
Pages210
Number of pages1
ISBN (Electronic)095265119X
Publication statusPublished - 2009
EventReading Association of Ireland Conference - Dublin, Ireland, Ireland
Duration: 25 Sep 200827 Sep 2008

Conference

ConferenceReading Association of Ireland Conference
Country/TerritoryIreland
Period25/09/0827/09/08

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