Connect, Extend, Challenge: Consider What You Have Just Read
Connect Extend Challengeconsider What You Have Just Read Heard Or Se
Connect Extend Challengeconsider what you have just read, heard, or seen, then ask yourself: · 1. How are the ideas or information presented connected to what you already knew? · 2. What new ideas did you get that extended or broadened your thinking in new directions? · 3. What challenges or puzzles have come up in your mind from the ideas and information presented?
Throughout the various samples of children's writing provided from Reading Rockets.org, it is evident that the development of writing skills in early childhood progresses through observable stages. These stages reflect both cognitive and linguistic growth, as well as increasing motor control and confidence in expressing ideas through written language. By analyzing the samples from preschool through third grade, educators and parents can gain insights into typical developmental milestones and identify areas where additional support may be beneficial.
Sample Analysis and Connecting Ideas
Connections to Prior Knowledge
The writing samples showcase a clear progression aligned with early childhood development theories. For pre-kindergarten children, scribbling and initial letter recognition are fundamental. The fourth-year-old's expression of love through writing, “Mom, I love you,” demonstrates emergent writing skills that reflect understanding of symbols representing thoughts. Moving into kindergarten, students begin to produce simple sentences that convey meaning, as seen in the penguin story. This aligns with the developmental understanding that children around age five start combining words to tell a narrative. The transition to more detailed and structured writing in second and third grade indicates an expanding vocabulary, increased syntactical awareness, and improved fine motor skills, all components understood from developmental frameworks.
Broadened Perspectives and New Ideas
The samples broaden my understanding of how early writing serves as a foundation for narrative development and literacy. The leap from simple expressions of emotion to coherent storytelling about animals suggests that modeling and exposure to various texts can significantly motivate children's writing growth. I also recognize the role of thematic content—animals, family, adventure—in engaging young writers, which can be harnessed pedagogically to reinforce literacy learning. The humorous and imaginative nature of the third-grade story about a shark highlights how children's writing often mirrors their fears, fantasies, and sense of humor, providing insight into their cognitive and emotional worlds.
Challenges and Puzzles
One challenge that arises is understanding how to best scaffold students' writing from emergent stages to more complex expression without overwhelming them. How can educators effectively balance encouragement of originality with the development of grammatical accuracy and coherence? Additionally, the humorous and sometimes fantastical texts, like the shark story, raise questions about the threshold between playful imagination and the development of realistic narrative skills. When should instruction shift focus from storytelling that is imaginative to ones that emphasize factual accuracy? Furthermore, how can technological tools and digital literacy be integrated into early writing curricula to align with students' developmental levels?
Implications for Practice
The progression observed in these samples underscores the importance of ensuring that writing instruction is developmentally appropriate and responsive to individual student needs. Early writers benefit from plenty of opportunities to draw and write freely, fostering confidence and fluency. As students advance, explicit instruction in sentence structure, punctuation, and organization becomes essential. Teachers should also model writing strategies, promote peer sharing, and incorporate multimedia tools that facilitate authentic expression. Recognizing the thematic interests of children and scaffolding their storytelling with targeted feedback can help bridge the gap between imaginative expression and formal writing skills.
Conclusion
Analyzing these children's writing samples through the Connect Extend Challenge lens reveals the intricate interplay of cognitive, linguistic, and motor development in early literacy. Connecting these observations with prior learning about developmental stages enhances understanding of how best to support young writers. Broadening the perspective to include emotional and motivational factors highlights the importance of a nurturing environment. Addressing the challenges of scaffolding and integrating digital literacy demands ongoing research and innovative instructional approaches. Ultimately, fostering a love for writing and storytelling at each developmental stage remains a crucial goal for educators dedicated to nurturing confident, competent young writers.
References
- Gentry, J. (2002). Developmental stages of writing: A developmental model of writing. Reading & Writing Quarterly, 18(3), 219-235.
- Hayes, J.R., & Flower, L. (1980). Identifying the organization of writing processes. In L. Gregg & E. Steinberg (Eds.), Cognitive process instruction (pp. 3-30). Erlbaum.
- Moje, E. B. (2004). Developing engaged readers and writers: Understanding motivation, identity, and the classroom community. Research in the Teaching of English, 39(4), 399-404.
- National Early Literacy Panel. (2008). Developing early literacy: Assisting young children in acquiring literacy skills. National Institute for Literacy.
- Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11-29). Guilford Press.
- Wells, G. (1986). The meaning makers: Child language, cognition, and literacy. Heinemann.
- Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.