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1.) Children learn to use oral and written language in similar ways.
The author states in Starting on the Write Foot, "Children learn to read and write in the same way they learn to speak. It is a natural and uneven process. It sometimes happens slowly and at other times in spurts and burst." (Butler, J. Liss, C. Sterner, P. (1) Pg.).
Children learn to use oral and written language in similar ways because they both develop progressively. Example babbles to develop to scribbles. As the oral language develops so does a child's writing. The next step in oral language is when they string along words. This similar process in writing is scribbling in a line. The next stage in oral language is when sounds have meaning. This is when sounds have meaning. This is similar to the way children use the sign concept in written language. When a child goes through the echolalia stage, repeat everything they hear, this is similar to the tracing stage that a child goes through in written language. Another stage that a child goes through in oral language is fluency. This is similar to conventional writing. Both oral and written language moves the whole to the part.
There are more ways that oral and written language are learned in similar Both are innate. Children have a natural curiosity. They want to learn and explore. They bother are a process that need to be moved through at your own pace. Parents need to model behavior. They also need to encourage and motivate the child. If they child is motivated then they will be able to explore without hesitation. They do not need to push the child into something that they are not ready for.
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Another factor is experimental, trial, and error. A child's early writing is a perfect example of experimental writing. The child also experiments with oral language in a similar way. They both are experienced by doing. The best way for a child to speak and write is to practice. They learn oral and written language by using trail and error method. They need to be surrounded by print from the time that they are born. This helps them understand oral and written language from the beginning.
Written and oral language are both a complicated system. They both need to be learned with meaning intent. A child has to connect meaning to what they learn. You cannot just randomly label things. You have to label things that would be meaningful to a child. The something applies to oral language. A child need to learn thing that they understand and has some meaning to them.
#.) Because meaning is at the heart of all languages, insisting on accuracy at all stages in the writing process results in an emphasis away from meaning therefore, causing needless difficulties for young learners.
Children learn written language through use. They also learn in a meaning group. Children do not understand the functions of language until they connect meaning with them. They also learn language from their parents. The author states in Starting on the Write Foot, "Children imitate the reading and writing that adults do and practice it over and over. When children have enough time to explore, and play, they learn literacy." (Butler, J. Liss, C. Sterner, P. (1) Pg.). For example Katelin and I practice writing together. We write notes back and forth to each other, interactional function. I encourage her writing. She knows that I am not worried about whether or not her spelling is correct.
When children are learning to write don't encourage accuracy, this will distract them from wanting to learn. If they are frustrated they will not learn. The authors states in The Beginnings of Writing, "With any encouragement at all, most children will not hesitate to produce things that they call 'writing,' even if they have not been taught to spell words or even how to form letters." (Temple, C. Nathan, R. Temple, F. & Burris, N. (1) Pg. 8). It is important to allow children the opportunities and encouragement to engage in writing activities. Even if it is before handwriting and spelling instruction has occurred.
We need to also provide models for the children. Things that are meaningful. Label only thing that have meaning to the children. Children need to know that their writing is important. If something is meaningful to a child, even if the parents or teachers do not understand it, it holds meaning to the child. If something is meaningful to a child, even if the parents or teachers do not understand it, it holds meaning to the child.
Children use strategies for early writing. Some of these are tracing, coping, generating. These are an important process for children to go through. Copying allows children to correct their own writing. It also allows them to produce their own standard letter forms. Generating letters is what the child will gravitate towards.
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