Lecture notes
Children's Writing Notes
- Module
- Child Language Acquistion
- Institution
- AQA
Some of the notes I made about Children's Writing.
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Children’s Writing★ The Creative Approach - experiment creatively with language without strict
correction, allowing trial and error to take place. Ultimately, they enjoy the process of
writing, are less afraid of making mistakes and boosts the child’s self-esteem.
★ The Rules Based Approach - understands the conventions of grammar, spelling
and punctuation. They will be move quickly in being able to produce more
understandable and appropriate texts.
1. ‘Department for Education’ = Rules Based Approach e.g. nouns and adjectives
using suffixes, subordination and coordination in sentence formation, present and
past tense.
Lev Vygotsky:
● Children should be proactive in their learning - active participants
● You need a MKO to scaffold the child’s learning enabling them to move to the
next stage.
● ‘Zone of Proximal Development’ - pushed by scaffolding.
● Mastery of writing to satisfy some need or fulfil an intention.
Britton
● Builds on Vygotsky’s ideas - need to be given the ability to write about what
matters to them.
1. Building a relationship with the teacher
2. Aiding learning by allowing children to organise and extend their knowledge
3. Categorise and explore experiences.
❖ Expressive writing - first type of writing: first person, wholly concerned with
oneself and allows the child to explore their own identity.
❖ Poetic writing - ‘literary’ or figurative writing - encourages children to think
about the craft of writing.
❖ Transactional writing - writing for a purpose - instructions or a report - level of
objectivity and adopt an impersonal tone.
Rothery
● Genre-based approach to writing
● 1970s - technical accuracy - often involving education
● 1980s - genre-based approach effectiveness of teaching writing through
looking at the purpose of writing and how it can be fulfilled.
1. Observation / Comment - observation and evaluative comment.
2. Recount - chronologically organised sequence of events, may be an
orientation at the beginning (explaining context) and a reorientation at the end.
Schematic representation = orientation/event/resolution.
3. Report - factual, objective description of events, general classification followed
by description, no chronological sequence of events.
4. Narrative - inclusion of events which constitutes some kind of problem and
this has to be resolved. Starts with an orientation, temporal or spatial settings
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