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...
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ftunivcalgaryojs:oai:journalhosting.ucalgary.ca:article/70360 2024-01-07T09:43:17+01:00 Northern Rural and Indigenous Canadian Children’s Responses to an Open-ended Writing Task: Comparisons of Children in First and Second Year of Kindergarten Stagg Peterson, Shelley Friedrich, Nicola Portier, Christine 2021-12-02 application/pdf https://journalhosting.ucalgary.ca/index.php/ajer/article/view/70360 eng eng University of Alberta https://journalhosting.ucalgary.ca/index.php/ajer/article/view/70360/55302 https://journalhosting.ucalgary.ca/index.php/ajer/article/view/70360 Copyright (c) 2021 Alberta Journal of Educational Research Alberta Journal of Educational Research; Vol. 67 No. 4 (2021): Winter; 463-482 1923-1857 0002-4805 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion research-article 2021 ftunivcalgaryojs 2023-12-10T18:52:14Z 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 assessment; early literacy; junior and senior kindergarten; Indigenous children’s literacy; rural children’s literacy Dans cette étude, nous offrons une perspective unique du temps passé à la maternelle et de l'écriture des jeunes enfants en présentant une analyse multidimensionnelle de l'écriture de 72 enfants âgés de 5 ans vivant dans des communautés nordiques de deux provinces canadiennes. Nous avons administré le Drawing, Writing, Talking Task (DWTT), un outil de classe basé sur la recherche, à l'automne et au printemps à des enfants fréquentant la maternelle dans sept écoles (six écoles rurales et une école des Premières nations). Nous avons évalué leur écriture en fonction de leur utilisation des lettres pour écrire des mots, de leur stade d'orthographe et du contenu visé. Bien que les échantillons d'écriture de l'automne des enfants en première année de maternelle étaient significativement moins développés que ceux d'enfants d'âge similaire commençant leur deuxième année de maternelle, au printemps, ... Article in Journal/Newspaper First Nations Premières Nations University of Calgary Journal Hosting |
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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 assessment; early literacy; junior and senior kindergarten; Indigenous children’s literacy; rural children’s literacy Dans cette étude, nous offrons une perspective unique du temps passé à la maternelle et de l'écriture des jeunes enfants en présentant une analyse multidimensionnelle de l'écriture de 72 enfants âgés de 5 ans vivant dans des communautés nordiques de deux provinces canadiennes. Nous avons administré le Drawing, Writing, Talking Task (DWTT), un outil de classe basé sur la recherche, à l'automne et au printemps à des enfants fréquentant la maternelle dans sept écoles (six écoles rurales et une école des Premières nations). Nous avons évalué leur écriture en fonction de leur utilisation des lettres pour écrire des mots, de leur stade d'orthographe et du contenu visé. Bien que les échantillons d'écriture de l'automne des enfants en première année de maternelle étaient significativement moins développés que ceux d'enfants d'âge similaire commençant leur deuxième année de maternelle, au printemps, ... |
format |
Article in Journal/Newspaper |
author |
Stagg Peterson, Shelley Friedrich, Nicola Portier, Christine |
spellingShingle |
Stagg Peterson, Shelley Friedrich, Nicola Portier, Christine Northern Rural and Indigenous Canadian Children’s Responses to an Open-ended Writing Task: Comparisons of Children in First and Second Year of Kindergarten |
author_facet |
Stagg Peterson, Shelley Friedrich, Nicola Portier, Christine |
author_sort |
Stagg Peterson, Shelley |
title |
Northern Rural and Indigenous Canadian Children’s Responses to an Open-ended Writing Task: Comparisons of Children in First and Second Year of Kindergarten |
title_short |
Northern Rural and Indigenous Canadian Children’s Responses to an Open-ended Writing Task: Comparisons of Children in First and Second Year of Kindergarten |
title_full |
Northern Rural and Indigenous Canadian Children’s Responses to an Open-ended Writing Task: Comparisons of Children in First and Second Year of Kindergarten |
title_fullStr |
Northern Rural and Indigenous Canadian Children’s Responses to an Open-ended Writing Task: Comparisons of Children in First and Second Year of Kindergarten |
title_full_unstemmed |
Northern Rural and Indigenous Canadian Children’s Responses to an Open-ended Writing Task: Comparisons of Children in First and Second Year of Kindergarten |
title_sort |
northern rural and indigenous canadian children’s responses to an open-ended writing task: comparisons of children in first and second year of kindergarten |
publisher |
University of Alberta |
publishDate |
2021 |
url |
https://journalhosting.ucalgary.ca/index.php/ajer/article/view/70360 |
genre |
First Nations Premières Nations |
genre_facet |
First Nations Premières Nations |
op_source |
Alberta Journal of Educational Research; Vol. 67 No. 4 (2021): Winter; 463-482 1923-1857 0002-4805 |
op_relation |
https://journalhosting.ucalgary.ca/index.php/ajer/article/view/70360/55302 https://journalhosting.ucalgary.ca/index.php/ajer/article/view/70360 |
op_rights |
Copyright (c) 2021 Alberta Journal of Educational Research |
_version_ |
1787424554115661824 |