Preschool Children’s Interest in Early Writing Activities and Perceptions of Writing Experience

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2020-08-06 DOI:10.1086/709979
Chenyi Zhang, Margaret F. Quinn
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引用次数: 11

Abstract

Early literacy research links children’s interest in writing to early literacy development. It is unclear, however, what kind of learning activities related to writing are interesting to young children. Existing studies primarily rely on an adult-report approach to capture children’s interest. This study used picture-based assessment and structured interview and interviewed 55 preschool children (29 girls, 26 boys, M = 51 months, SD = 6.70) to capture children’s perspectives about their writing experiences. Children’s responses were transcribed and coded for data analysis. Chi-square analyses showed that children exhibited significantly stronger interest in nonwriting activities involving meaningful themes and artistic learning materials than in transcription-focused writing activities. Children showed strong interest in digital writing (i.e., iPad and computer writing), although most children did not consider digital writing a writing activity. Children’s responses demonstrated their developing perception of and positive experiences with writing processes, materials, and interactions. Classroom implications are discussed.
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学龄前儿童对早期写作活动的兴趣与写作体验
早期识字研究将儿童对写作的兴趣与早期识字发展联系起来。然而,目前尚不清楚什么样的与写作相关的学习活动对幼儿来说是有趣的。现有的研究主要依靠成人报告的方法来捕捉儿童的兴趣。本研究采用基于图片的评估和结构化访谈,采访了55名学龄前儿童(29名女孩,26名男孩,M=51个月,SD=6.70),以捕捉儿童对其写作经历的看法。孩子们的反应被转录并编码以进行数据分析。卡方分析表明,儿童对涉及有意义主题和艺术学习材料的非写作活动表现出比以转录为重点的写作活动更强的兴趣。孩子们对数字写作(即iPad和电脑写作)表现出强烈的兴趣,尽管大多数孩子并不认为数字写作是一种写作活动。儿童的反应显示了他们对写作过程、材料和互动的发展感知和积极体验。讨论了课堂影响。
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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