Document Type

Poster

Publication Date

Summer 2024

Abstract

This case study explored preschool children’s perspectives and preferences in writing. While the voices of children are valued in research, often it is the voice of the adult researcher that emerges through their interpretations of the children’s perspectives (Harcourt & Sargent, 2011). In addition, research focusing on children’s interest in writing is limited (Rowe & Neitzel, 2010). The focal study held three focus group sessions, framed by Write, Draw, Show, and Tell (Noonan et al., 2016) with four preschool-aged children in order to better understand their preferences in writing materials, and their perceptions and understanding of writing. Data sources included focus group transcripts, participants’ artifacts, and video recordings. Analysis of video recordings documented children’s nonverbal communication in conjunction with their verbal communication (Curtain, 2001). Data was analyzed using open codes, which were then collapsed to create categories from which three themes emerged. Findings indicated that, while children eagerly engaged in drawing activities, they lacked an awareness of the purposes of writing and struggled to distinguish the difference between writing and drawing.

Department

Special Education and Literacy Studies

Comments

Dr. Laura Teichert, Faculty Mentor

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