EDUC4854 Pedagogies for Writing with Young Children in the Early Years

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Overview

This topic invites pre‐service teachers to reflect upon the developmental progression of emergent and early writers as they consider how children develop from mark making, scribbling, drawing to conventional writing. Pedagogies are explored in how children’s voice as writers can be promoted. Pre‐service teachers consider the way in which children craft text, organise and structure ideas, choose words and create sentences, and apply knowledge of writing conventions as they present their writing. Pre‐service teachers think critically about the effectiveness of specific pedagogical approaches for working with young writers. They plan teaching and learning sequences which are differentiated to meet children’s needs and interests. The importance of children’s early experiences and developing phonological awareness is considered in relation to reading and writing (spelling). The diversity of children’s early experiences are reflected upon through use of datasets such as the Australian Early Development Census (AEDC). Pre‐service teachers are given opportunities to explore how to build the competence and confidence of children as writers from diverse backgrounds.

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Aims

This topic aims to:

Develop the understanding of pre‐service teachers around the complexity of the writing process
Promote the importance of pre‐service teachers acknowledging and valuing children’s early writing attempts
Inform and provide opportunities to practise assessing children’s emergent and early writing
Support pre‐service teachers to plan for logical, supportive and engaging writing experiences which differentiate by the needs and interests of children
Invite pre‐service teachers to evidence their understanding of how to develop children’s voice as writers and their ability to write for purpose and audience

Learning outcomes

On completion of this topic you will be expected to be able to:

Discuss how to support emergent and early writers to craft simple texts

Articulate ways in which children’s writing development may be documented and assessed

Map samples of children’s writing to writing stages of development

Critically reflect upon writing pedagogies and consider how they may be effective in developing children’s competence and confidence as writers

Plan teaching and learning sequences which demonstrate deep understanding of the writing process

Determine ways to engage with parents, families, colleagues and professional teaching networks

Assessments

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Requisites information

Pre-requisites:

Handbook

Pedagogies for Writing with Young Children in the Early Years

EDUC4854