Document Type
Article
Publication Date
Fall 2025
Abstract
Emergent writing is essential component of early childhood growth and development. Preschool students can struggle to engage in early writing activities. Research shows that scaffolding, explicit teaching, and meaningful connections help students' growth in emergent writing skills. This inquiry-based study aims to determine the effectiveness of these strategies in the early childhood classroom and evaluate any other effective strategies. This study included a mixed methods approach including reflective journals and scored student journals. The findings revealed that most students showed improvement towards the learning objective being observed and documented. The study also found that girls performed better than boys on emergent writing skills overall. It also showed that girls chose to participate in writing activities more often than boys. Further research is needed to determine strategies in inventive spelling. The research could also be conducted with a larger demographic of students.