Writing: See

Writing: Preschooler: Video 1

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Describe the physical setting for this group socialization session (e.g., how space is arranged, toys and materials available). Where are the child, parents, and home visitor positioned? What activity is the child doing? What do the adults do to provide support and encouragement? How can you tell the child is enjoying the activity and feeling a sense of accomplishment?

Which teaching practices are the adults using to help the girl trace her name? Check the “Know” and “Do” sections for ideas. How do they help her stay focused on the task?
What does the home visitor say and do to facilitate the child’s relationships with both parents? How does the home visitor encourage the child and celebrate her success?

What might be a next step for this child in learning to write her name? What materials might the home visitor suggest her parents provide so the child can continue to practice writing her name? What suggestions might the home visitor offer the parents to encourage their child to write?
The mother proudly shares that her daughter can sing the alphabet song. Now that she knows the names of letters, what else might the home visitor suggest the parents do to gradually introduce their daughter to writing and the purposes for print?

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Describe the physical setting for this one-one-one activity (e.g., how space is arranged, toys and materials available). What activity is the girl doing? What does the teacher say and do to encourage the girl’s learning? What are the signs that the girl is enjoying the activity and eager to learn something new—how to write a /d/?

Which teaching practices does the teacher use to scaffold the girl’s learning how to write the letter /d/? Check the “Know” and “Do” sections for ideas. How do these practices help the child succeed with this task?
When is it appropriate to step in to teach a child a specific skill such as writing an alphabet letter? What signs of the girl’s readiness might the teacher have seen?

What materials and activities could this teacher provide to give children opportunities to learn to use writing tools to write letters, names, and words that are meaningful to the child?
When is it appropriate to serve as a child’s scribe—writing the words a child asks you to write on a painting or other piece of work? When is it appropriate to encourage the child to do his or her own writing?