Explain Each Phase, What Is Seen, and Include an Age for Each Phase

Explain Each Phase, What Is Seen, and Include an Age for Each Phase
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Explain Each Phase, What Is Seen, and Include an Age for Each Phase
Assisting children to pursue their desire to write and read is as crucial as helping them develop the required skills and understandings critical to learning how to write and read. Without mechanics such as motivation and a proper learning environment, children will learn how to write and read at a relatively slow speed (Schickedanz, Collins, Schickedanz & NIEYC, 2013). In such a scenario, their writing will be based on what and when they want. In the book So Much More Than the ABCs: The Early Phases of Reading and Writing by Judith Schickedanz and Molly Collins, a serene learning allow children to learn write in four incremental phases. During the first phase, the child’s writing begins to have meaning. In the second phase, the child starts to write names and draw detailed pictures. The third phase is characterized by full blown writing and drawing and the final phase is an improvement of this as more and more writing begins to occur. This paper explicates the four phases of writing in pre-school years.
The first of writing during the preschool years occurs between the ages of 2 to 3 years. During this phase, the child starts to learn to write, initially writing in the form of lines. In addition, the child is able to separate drawing from writing. At this stage, children can be able to attribute meaning to pictures and will try to copy these pictures when drawing (Schickedanz, Collins, Schickedanz & NIEYC, 2013). Notably, writing in the first phase of preschool writing is largely experimental and marks are made randomly. At this stage, the child adores sensual experiences with writing materials including papers and crayons.
The second phase in preschool writing occurs between the ages of 3 to 4 years and is characterized by mock words, names and detailed pictures. During this stage, children starts to show more interest in words and starts to learn how to write their names. Scribbling is a little more controlled and writing marks more intentional. The child is able to create letter strings which appears to be words though the child still lack the knowledge of how letters are organized to make words. The child is able to make repeated marks and pictures starts to become more detailed (Schickedanz, Collins, Schickedanz & NIEYC, 2013). Notably, there is a variation in the level of skills among children as a result of dissimilarity in motor ...