Essential Practices for Engaging Young Children as Writers: Lessons from Expert Early Writing Teachers

Abstract Given the importance of early writing experiences, a key question is how educators can increase the amount and quality of writing in early childhood settings. Expert early writing teachers were observed to identify the types of activities and interactions they used to engage 4‐ and 5‐year‐olds as writers. Writing instruction occurred as part of meaningful activities related to class units of study and the children's play. Teachers wrote in front of and alongside children to provide live demonstrations of what, how, and why to write. They encouraged young children to participate as writers by inviting children to write, talking with them about their messages and texts, supporting idea development and print processes as needed, inviting children to read their print, and creating opportunities for children to share their writing with others. Teachers accepted and valued children's writing attempts, regardless of the types of marks produced.