Northern Rural and Indigenous Canadian Children’s Responses to an Open-ended Writing Task: Comparisons of Children in First and Second Year of Kindergarten ...
In this study, we offer a unique perspective of time spent in kindergarten and young children’s writing by presenting a multi-dimensional analysis of the writing of 72 children (5-years-old) living in northern communities in two Canadian provinces. We administered the Drawing, Writing, Talking Task...
| Main Authors: | , , |
|---|---|
| Format: | Article in Journal/Newspaper |
| Language: | English |
| Published: |
Alberta Journal of Educational Research
2021
|
| Subjects: | |
| Online Access: | https://dx.doi.org/10.11575/ajer.v67i4.70360 https://journalhosting.ucalgary.ca/index.php/ajer/article/view/70360 |
| Summary: | In this study, we offer a unique perspective of time spent in kindergarten and young children’s writing by presenting a multi-dimensional analysis of the writing of 72 children (5-years-old) living in northern communities in two Canadian provinces. We administered the Drawing, Writing, Talking Task (DWTT), a research-based classroom tool, in the fall and spring to children attending kindergarten in seven (six rural and one First Nations) schools. We assessed their writing in terms of their use of letters to write words, their spelling stage, and their intended content. Although the fall writing samples of children in their first year of kindergarten were significantly less developed than those of similar-aged children beginning their second year of kindergarten, by spring, the children’s writing was comparable. Our research adds to the literature on children’s learning and time spent in kindergarten by focusing on characteristics of young children’s writing, rather than test scores. Key words: writing ... : Alberta Journal of Educational Research, Vol. 67 No. 4 (2021): Winter ... |
|---|