Teaching Strategies for Developing Writing Skills in Early Childhood Education

This article discusses the teaching strategies for developing writing skills in early childhood education. It covers the methods needed for the learning experience, evaluation of ICT, comparison of teaching strategies, benefits and limitations of teaching strategies.

Bachelor of Early Childhood Education

Table of Contents
Section 1.....................................................................................................................................2
Teaching strategy....................................................................................................................2
Description of the teaching methods needed for the learning experience..............................2
Learning experience supporting the developing of writing skills..........................................3
Evaluation of ICT...................................................................................................................4
Section 2.....................................................................................................................................4
Comparison of teaching strategies..........................................................................................4
Benefits and limitations of teaching strategies.......................................................................5
References..................................................................................................................................6
1

Section 1
Teaching strategy
The main goal of the teacher would be to develop phonemic awareness in order to represent
in the written language. The phonemic awareness will enable Harper to determine the sounds
of the spoken workers for translating it into the written form. The teacher should help Harper
to understand the spellings on the basis of the phonemic code (Cavazos & Oliver, 2007). The
phonemic code is considered to be complex but Harper has to learn all the codes for
managing the complexities. The teacher should start teaching basic code and then increasing
complexities with r-controlled combinations, vowel combinations and other niceties. The
teacher should ensure that Harper is learning and practising common spelling patterns which
are being used in English. The spelling instruction should be focused on the goal of assisting
Harper to obtain the ability to represent the written language accurately. The process of
writing the spellings accurately need to be instructed to Harper. A common pattern is to be
followed for developing the spelling writing skill of Harper. By learning general guidelines
and common spelling patterns, Harper will be able to understand the structure of the spelling.
Practice is considered to be important which assist to understand which spelling pattern can
be used for a specific word.
The teaching strategy for teaching proofreading consists of reading the content, style and
conventions. The teacher should teach Madison to read the written narrative for determining
and examining its clarity, structure, meaning and completeness (Hutchinson, 2005). The
teacher should enable Madison whether the narrative is making sense or it is clear, whether
anything is left, any additional words or component need to be added and making paragraphs
as per the requirement (Henderson & Lawrence, 2011). The writing conventions should be
focused which consisting of checking spelling, grammar and sentence structure. The teacher
should guide Madison to determine the areas which need to be improved. The last step is to
do the editing of the narrative written by Madison.
Description of the teaching methods needed for the learning experience
2

The main role of the teacher is to facilitate and coach the student learning. The learning of the
student can be measured through both informal and formal assessment forms. The main focus
would be on the learning experience of the student (Danielson, 2010).
The teaching methods that need to be used for Harper are as follows:
 The teacher will focus on developing the spelling skills of Harper.
 The teacher will develop a spelling program for creating the foundation of the
phonologic spelling.
 The teacher will teach common spelling patterns to Harper (Spencer, 2005).
 The teacher will make sure that Harper is practising the spelling words.
 The teacher will teach the meaning of each word and how to write complex words.
The teaching methods that need to be used for Madison are as follows:
 The teacher would teach Madison to proofread the narrative appropriately in order to
determine and evaluate the mistakes.
 The teacher will instruct Madison to read the narrative for improving its quality
(Starbuck, 2012).
 The teacher will teach Madison to correct spellings, grammar and structure of the
sentence.
 The teacher will teach Madison how to edit the narrative written.
Learning experience supporting the developing of writing skills
The learning experience will enable Harper and Madison to understand that how to write a
narrative with a meaningful content and sentences. The learning experience will assist Harper
to overcome his spelling mistakes in order to improve the quality of the written narrative.
There are multiple spelling mistakes in Harper's narrative, which can be resolved with the
learning of accurate spellings. Harper will be able to know the importance of grammar and
how to structure a sentence and content as well (Berry, 2008). The learning experience will
assist Harper to improve his spelling writing which is considered to be very much important
in order to provide a meaningful writing piece. Reading and writing is the best way to get
both the skills; the more they will do each, the better they will be at both. And it requires
practice; Harper and Madison must have enough opportunities to practice so that they can
improve themselves. On the other hand, Madison will be able to improve the content of the
3

written narrative with the help of proofreading (Catania, 2013). Proofreading makes better
speller and reader because it assists to determine mistakes and solving it appropriately.
Proofreading should be done after finishing the writing. It can be learned easily by making it
a game checking punctuation and spelling. The learning experience will help both the student
to determine their weak areas and work on it in order to improve the quality of the written
narrative.
Evaluation of ICT
In the teaching-learning process the use of ITC is a new experience. The integration of such a
technology in the classroom creates a challenge for tutors. Teachers have expressed that ICT
has made their life easier as it is helping students to improve their skills. The learning-
teaching methods have been highlighted are built on Bloom's taxonomy. The educational
objectives have been divided into three main domains: psychomotor, cognitive and effective.
The cognitive domain contains processes related to synthesis, application, analysis,
knowledge, evaluation and comprehension. Under the effective domain comes the process
related to valuing skills, attention, development of organizational schemes and responding
patterns (Gardner, 2012). And the psychomotor contain expression, perception and
communication skills. ITC has made the learning process easier for the students as it makes
easy to remember and identify any particular information. It also helps to understand and
store the information to arrange and mentally categories it. There is no need to depend on
books and other materials for educational purpose. Every subject and different type of media
is now accessible from every corner of the world at any time by an unlimited number of
people through the internet and the World Wide Web.
Section 2
Comparison of teaching strategies
The teaching strategies are based on inquiry-based learning which involves the students in the
process of learning. The involvement of the students in the learning process assists in getting
deeper understanding and knowledge of what they are learning (Marcella, 2012). The
strategies are being used to engage Madison and Harper to learn by asking different
questions, exploring, reporting and investigating the needed areas. The process will assist
Madison and Harper to get a deeper understanding of understanding and writing the narrative.
4

The teaching strategies have also focused on the active learning which will allow Madison
and Harper to listen, talk, reflect and write the paper in an accurate manner. Both the teaching
strategies are focused on the learning of the students.
The teaching strategy for Harper is focused on using different techniques for teaching
spelling to him. The teacher will focus on improving the spelling learning and writing skills
of Harper. The spelling errors can be removed with the help of appropriate teaching strategy
implementation for Harper. An appropriate coordination needs to be maintained in order to
ensure that the teaching process is being carried out in an appropriate manner (Richards &
Rodgers, 2012). The teaching strategy for Madison is focused on using various techniques for
improving the proofreading skills. The strategy will help Madison to improve the meaning
and all the component of the written narrative. The differences between the teaching
strategies are based on the learning needs of the students.
Benefits and limitations of teaching strategies
The benefit of teaching strategy implemented for Harper is that he will be able to improve his
spelling writing skills. Harper will be appropriately engaged in the learning process. Harper
will be able to gain a deeper understanding of the concept delivered by the teacher. The
teacher will be able to teach the spelling pattern to Harper and enabling him to practice it
regularly. The teaching strategy is focused on the learning of a student with the development
of an appropriate learning environment (Starbuck, 2012). However, the limitation of the
teaching strategy is that it only takes into account the teaching of spelling writing skills. It
does not take into account other components that are necessary for writing the narrative.
The benefit of teaching strategy used for Madison is that he will able to improve the content
of the written narrative. A step by step can be instructed to Madison to enhance the quality of
the written narrative. The teacher will be able to involve Madison in the learning process by
developing an effective learning environment. The instruction provided in a sequential
manner is considered to be very much beneficial for Madison. However, the limitation of the
teaching strategy is that it does not focus on a particular area rather than consisting of overall
quality of the written narrative. A student must enhance his skills on each and every aspect in
order to enhance the quality of the paper.
5

References
Berry, R. (2008). Assessment for learning (8th ed.). Hong Kong: Hong Kong University
Press.
Catania, A. (2013). Learning (8th ed.). Cornwall-on-Hudson, NY: Sloan Pub.
Cavazos, B., & Oliver, M. (2007). Narrative writing (6th ed.). San Antonio, Tex.: PCI
Educational Pub.
Danielson, C. (2010). Teaching methods (12th ed.). Upper Saddle River, N.J.: Pearson.
Gardner, J. (2012). Assessment and learning (10th ed.). London: SAGE.
Henderson, J., & Lawrence, A. (2011). Teaching strategies (6th ed.). New York: Nova
Science Publishers.
Hutchinson, E. (2005). Narrative writing (4th ed.). Irvine, Calif.: Saddleback Educational
Publishing.
Marcella, G. (2012). Teaching strategy (7th ed.). New Delhi: Manas Publications.
Richards, J., & Rodgers, T. (2012). Approaches and methods in language teaching (11th ed.).
Cambridge: Cambridge University Press.
Simard, R. (2006). Writing skills (3rd ed.). New York, NY: Flash Kids.
Spencer, L. (2005). A step-by-step guide to narrative writing (8th ed.). New York: Rosen
Pub. Group.
Starbuck, D. (2012). Creative teaching (8th ed.). London: Continuum.
6