What Does It Mean to Be Five? by Jennie Lindon

Author:Jennie Lindon
Language: eng
Format: epub
Tags: EYFS, five, parents, development, guidance, practitioners, Early Years Foundation Stage
ISBN: 9781907241840
Publisher: Andrews UK Limited 2012
Published: 2012-06-06T00:00:00+00:00

Children also need to think and plan what they will write. Writing is also about composition; Penny Tassoni explains in her presentations that simply copying writing, however correctly, does not make anyone into a real writer. Children need their secure skills of oral communication to feel confident in talking through their plans and being clear about how to tell a story, when their current plan is to write one down on paper. Jane Ginsborg and Ann Locke focus on the serious consequences for literacy when young children are not given generous time for talking and listening over early childhood. Practitioners, and parents, who are anxious to get children on to ‘proper’ reading and writing, are likely to disrupt the oral language skills upon which the literacy skills depend.

How do writing skills develop for children?

There will be great variety in writing skills and it is important to recall how children move towards being writers.

Young children, some as young as three years old, produce wavy streams across the page in a fairly level line that they will tell you are ‘my writing’. They have grasped that people write and that writing looks different from drawing.

They tend to move on to ‘scribble’ script where the continuous wavy lines now have some gaps and the wave form has become more varied.

Once children has grasped that writing is made up of different symbols, what they call their writing moves to being separate marks, some of which begin to look like letters. Perhaps the children tell you that a given mark is a letter. The letter shapes are then sometimes grouped together in word-like clusters

Children know what some letters look like and that important words, such as their name, are represented by the same set of symbols/letters each time. They want to write a word that is familiar and of significance to them.

Children start to have a go at a set of words to say something deliberately. They have a growing awareness of letters and some words, also that written words have a practical use, such as conveying a message.

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