Stages of Writing Reflection According to Morrow (2012) literacy learning starts with drawing, then writing, and then

reading. Early writing development is characterized by childrens moving from playfully making marks on paper, to communicating messages on paper, to creating texts. This happens in six stages, not necessarily in order. From birth to about age 3, children explore the form of writing by scribbling. From 3 to 6 childrens controlled scribbling gradually develops into recognizable objects and becomes more like print, it becomes more linear and takes on more letter-like forms. It is important to create situations that are meaningful, where children use their writing and drawing for a purpose in their play and communication. The stages as listed by Morrow (2012) include: 1. Writing via Drawing: The child uses drawing as a stand in for writing. They begin to understand the relationship between drawing and writing, not confusing the two, seeing drawing as specific and purposeful communication. 2. Writing via scribbling: the child scribbles intending it as writing, even appearing to write scribbles from left to right moving the pencil as an adult does. We can show children how to hold the crayons or markers. 3. Writing via making letter-like forms: shapes in the childs writing resemble letters but they only look like letters, they are not, they are creations. 4. Writing via reproducing well learned units or letter strings: the child uses letter sequences they learned from another source such as their name. They use the same letters in many different ways or random order. 5. Writing via invented spelling: children create their own spelling for words they do not know the conventional spelling of. Words may not be properly spaced and as the childs writing matures there are less and less areas and it looks more like writing with conventional spelling. 6. Writing via conventional spelling: The childs writing resembles adult writing.

Children need to be exposed to many kinds of print and they need to experience it as a source of enjoyment. From birth to age two parents and caregivers should assist development of writing by providing paper and large crayons or markers for children to begin to experiment with, showing them that paper is for writing and marking on by sitting beside them modeling that drawing and writing for different purposes, we can guide their hands to the paper showing them it is for marking on. It is better to show appreciation for their writing by commenting that we like it or encourage them, but not pushing them, to do more. It is also important to provide experiences with environmental print. We can comment about it when we are in the store or driving on the road, asking questions, and encouraging them to identify and remember signs, letters and print. Singing songs, and rhymes, as well as playing with puppets, toys and manipulatives like puzzles, play dough, and paint that can help with motor skills are also important activities to participate in with children. Reading to children can motivate them to create their own pictures and books and then display them without judging or correcting. (Morrow, 2012) Rapid development occurs between the ages of 2-8. It is important for caregivers and teachers to be aware of the childrens writing needs and interests. It is more about the process than the product still and we need to continue to provide meaningful writing experiences. Including in play, setting up areas for playing restaurant, store, or post office where children take and fill orders and create receipts. As children want their writing to be understandable teachers and caregivers should provide the help they desire. If they ask how to spell something we should tell them while at the same time understanding that they need to be free to write in unconventional ways. Taking dictation from a child but still encouraging them to write on their own is important. It is important to encourage and instruct children to write for a variety of purposes integrating writing throughout the curriculum. Explicit and goal oriented instruction is important for older children. Lessons on particular writing skills like letters, poetry, etc. should

be used. Interactive writing where a student writes with a teacher or as a group using a whiteboard, chart paper or other situation and daily journal writing with and without prompts and beginning to teach about simple punctuation should all be included in teaching older children. Providing lessons on using the keyboard so they can learn to write on the computer should be included as well. (Morrow, 2012) As an early childhood teacher in a preschool class I will be sure children have enough time to draw and write freely and pay attention to what they draw and write and what they are thinking about as well as provide opportunities for meaningful writing experiences. Showing an interest in their early writing, accepting, and supporting their productions at whatever stage they may be in, in addition to providing environmental print, modeling, and providing opportunities to interact with more literate individuals is important to helping children further develop their writing skills. While I understand all aspects of a childs development and learning are important literacy development is tied to them all.