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Writing in reception - help!

Discussion in 'Early Years' started by kaz_allan, Nov 17, 2011.

  1. Can anyone help or suggest a way forward, our NEW Headteacher wants to see writing in Reception and especially in continuous provision.
    We are struggling since most of our children cant even hold a pencil never mind write their name yet!
    We have writing opportunities in each area - clip boards whiteboards different media to write with and large sheets taped on tables and floor for stimulus but what else can we do to encourage this further?
    we have letters from characters to reply to etc but its always those same children that chose not to respond to it.
    Any ideas???
    thank you

     
  2. Leapyearbaby64

    Leapyearbaby64 New commenter

    We put all our old mini w/bs in a plastic box outside by a den. The children started writing notices for the outside of the den. This engaged children who showed no interest in the other outside writing resources that we have. Our children love mini registers on clip boardsand little notebooks - you can get lots of cartoony ones in supermarkets.
     
  3. Remember the old adage 'children learn what they live'. If you do lots of writing in an obvious shared way, make notes, lists, words, things to remember, plans, diagrams, sketches, chalkboard sdisplay to prants, the lunch menu, turns on the bikes, turn to feed the fish, plkand and drawings of models or layouts of the brick area- - your team sheet/board- have it in the room where children adn adutls can see it, voice aloud yourthoughts alongside your actions, make explicit the mystery of it all, model writing............delight in it.
    then intervene- bring it to children's attention, share it with them individually- or in groups at group time, play with it- what, why, how, does it relate to things you do together, why you are doing it, give them the opportunity to draw and write freely at all times.
    Accept their efforts hwoever thin and paltry at first. theyw ill grow by attention and interest on your part, they will stregthen, lengthen and grow vigorous. Enough time, well resourced space, varied materials, lots of role modelling and engaging with where children are AT rather than where they aren't... they WILL become.
    Display their efforts, have on hand an example of the evolutionary stages of drawing and writing maybe display it- share it with parents. Pick out of the constant confetti that falls from children's hands as they make marks, make sense, and make progress developmentally. They need to get into the mechanism, as much as they got into speech. What you delight in then so wil they, and that is not the finished product but the process. .
    Any communications to parents let them put any mark on, or any word or symbol or sign, remember our writing is a set of conventionally agreed symbols that mean something but writing is not the only form of conventionally agreed symbols there are all kinds of signs around the school, or out on the street that mean something and children will inadvertently be interacting daily with them. Take some photos, bring in the lollypop lady with her stick that says STOp, thepost man with his bag, the policeman with his notebook. ..
    'they fall like rose petals
    fluttering iin your wake
    blown by the breeze of your delight,
    pictures, lists, hearts and kisses
    twirling lightly on the air,
    some land, here on my palm
    others we vainly flap
    but fail to catch,
    you already gone
    to laughter and skips, gone
    gone on that breeze, and I,
    I am here, in wonder
    at the beauty of the petal.'

     

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