So, when I became a teacher, I naturally wanted to share this love of writing with my students. My preferred grade levels have always been 5th and 6th grades because at this age they are able to engage in meaningful writing: stories, poetry, essays. When I took an extended break from teaching to be home with my young son, I thought I had given up my ability to work through the writing process with someone. I resigned myself to no longer being a writing teacher.
Having very little experience with younger students, I didn't really understand or appreciate the writing processes in which they engage. I hadn't thought of letter recognition and formation as true writing.
Now that I am raising my own child, I see firsthand how he engages in and manipulates the writing process! It has been such an eye-opening, humbling experience that I wanted to learn more about Early Childhood writing. Thus began my quest for research in ECE writing, or Emergent Writing.
What I have gleaned so far is that emergent writing comes in many forms. Young writers engage in early writing exercises through scribbles and pictures. Through this exploration of the written word, young children begin to understand that "writing conveys meaning" (Mayer, 2007, p. 34). When I stop to think about it, hieroglyphs were some of the earliest forms of writing, so why wouldn't young children's scribbles and pictures be the same?
I have always known writing begins well before we put pen to paper or fingertips to keyboard. Intuitively, I have always understood that emergent writing comes in the form of, what the layman deems, incomprehensible marks and scribbles. What I didn't realize, though, was how meaningful writing development is in these early years! I am now beginning to understand the importance of providing consistent, authentic opportunities for my son to develop his love of writing!
I am eager to continue learning about the emergent writing process right alongside my son!
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