Transitions and learning to write

Research output: Book chapter/Published conference paperChapter in textbook/reference book

Abstract

Many children transition from sign creation to sign use at the same time as they transition from preschool into formal schooling. Sign creation refers to children’s scribbling and drawing as they creatively express themselves in ways that are not restricted by rules. In contrast, sign use refers to text production within the framework of a conventional form of language (e.g. to compose a sentence in English which applies the rules of written English). The writing transition sits within the broader context of becoming literate and is impacted by possible mismatches between preschools and schools in terms of the beliefs and expectations of educators across these two contexts (Lynch, 2009) and the approaches to writing pedagogy, curricula and assessment processes operating in these contexts (Kagan, Carrol, Comer & Scott-Little, 2006). Children’s journeys in learning to write are all different as they are greatly impacted by the experiences they have prior to and outside preschool and school.
Original languageEnglish
Title of host publicationUnderstanding and Supporting Young Writers from Birth to 8
EditorsNoella Mackenzie, Janet Scull
Place of PublicationAbingdon, Oxon
PublisherRoutledge
Chapter5
Pages71-88
Number of pages18
Edition1
ISBN (Electronic)9781315561301
ISBN (Print)9781138674448
Publication statusPublished - 2018

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  • Cite this

    Mackenzie, N. (2018). Transitions and learning to write. In N. Mackenzie, & J. Scull (Eds.), Understanding and Supporting Young Writers from Birth to 8 (1 ed., pp. 71-88). Routledge.