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Developmental Aspects of Composition (or Think Young) [microform] / Sara W. Lundsteen
Bib ID 5475265
Format MicroformMicroform, BookBook
Author
Lundsteen, Sara W
 
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1986 
60 p. 
Summary

Stressing the importance of understanding child development, this paper first describes the writing of several children in a kindergarten class who represent various levels of emerging literacy. Based on the descriptions of classroom activities, the paper argues that with a developmental perspective the teacher can build instruction on what the children already know about oral language, reading, and writing, focusing on functional experience rather than on merely isolated skills. Further, the paper argues that knowledge of early child development can give teachers insights for instructional methods, as well as professional ammunition in support of these methods. Five ideas on children's writing development are then discussed: (1) young children widely exposed to print, drawing, and adult models, often start writing with no formal instruction before they enter school; (2) such children are able to tell the difference between their writing and their drawing by approximately age 3; (3) one may distinguish some early writing stages, a sequential development, although composition does not necessarily follow an orderly sequence; (4) children's writing needs to be responded to within the child's social context of oral language and art; and (5) studies of early writing and invented spelling are complementary in their findings. Figures illustrating children's language and some theories of development are included. (SRT)

Notes

ERIC Note: Address presented at the Meeting of Colorado Educators (Denver, CO, October 3, 1986).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Child Development.  |  Child Language.  |  Developmental Stages.  |  Early Reading.  |  Emergent Literacy.  |  Kindergarten.  |  Language Acquisition.  |  Language Usage.  |  Literacy Education.  |  Oral Language.  |  Peer Teaching.  |  Primary Education.  |  Reading Aloud to Others.  |  Reading Instruction.  |  Reading Readiness.  |  Tutoring.  |  Writing Instruction.  |  Writing Readiness.  |  Written Language.  |  Young Children.
Form/genre Speeches/Meeting Papers.  |  Opinion Papers.
Available From ERIC 
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001 5475265
005 20181017113144.0
007 he u||024||||
008 080220s1986    xxu ||| b     ||| s eng d
035 |9(ericd)ED278039
037 |aED278039|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aLundsteen, Sara W.
245 1 0 |aDevelopmental Aspects of Composition (or Think Young)|h[microform] /|cSara W. Lundsteen.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1986.
300 |a60 p.
500 |aERIC Note: Address presented at the Meeting of Colorado Educators (Denver, CO, October 3, 1986).|5ericd
520 |aStressing the importance of understanding child development, this paper first describes the writing of several children in a kindergarten class who represent various levels of emerging literacy. Based on the descriptions of classroom activities, the paper argues that with a developmental perspective the teacher can build instruction on what the children already know about oral language, reading, and writing, focusing on functional experience rather than on merely isolated skills. Further, the paper argues that knowledge of early child development can give teachers insights for instructional methods, as well as professional ammunition in support of these methods. Five ideas on children's writing development are then discussed: (1) young children widely exposed to print, drawing, and adult models, often start writing with no formal instruction before they enter school; (2) such children are able to tell the difference between their writing and their drawing by approximately age 3; (3) one may distinguish some early writing stages, a sequential development, although composition does not necessarily follow an orderly sequence; (4) children's writing needs to be responded to within the child's social context of oral language and art; and (5) studies of early writing and invented spelling are complementary in their findings. Figures illustrating children's language and some theories of development are included. (SRT)
530 |aMay also be available online. Address as at 14/8/18: |uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aChild Development.|2ericd
650 1 7 |aChild Language.|2ericd
650 1 7 |aDevelopmental Stages.|2ericd
650 0 7 |aEarly Reading.|2ericd
650 1 7 |aEmergent Literacy.|2ericd
650 0 7 |aKindergarten.|2ericd
650 1 7 |aLanguage Acquisition.|2ericd
650 0 7 |aLanguage Usage.|2ericd
650 0 7 |aLiteracy Education.|2ericd
650 0 7 |aOral Language.|2ericd
650 0 7 |aPeer Teaching.|2ericd
650 0 7 |aPrimary Education.|2ericd
650 0 7 |aReading Aloud to Others.|2ericd
650 0 7 |aReading Instruction.|2ericd
650 0 7 |aReading Readiness.|2ericd
650 0 7 |aTutoring.|2ericd
650 1 7 |aWriting Instruction.|2ericd
650 1 7 |aWriting Readiness.|2ericd
650 0 7 |aWritten Language.|2ericd
650 0 7 |aYoung Children.|2ericd
655 7 |aSpeeches/Meeting Papers.|2ericd
655 7 |aOpinion Papers.|2ericd
984 |aANL|cmc 2253 ED278039|d77000000283334
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