“Writing Center,” or “Writing, Drawing, Talking Center”: Does It Matter?
AUTHOR : Judith A. Schickedanz
INFORMATION : page. 63~83 / 2013 Vol.7 No.2
This article provides case data that illustrate the potential of the emergent writing/drawing context for
supporting oral language, content knowledge, and reasoning in preschoolers. The adult-child talk
surrounding the samples provided are discussed in relation to the child’s prior experiences and
knowledge, and circumstances in the classroom that affect a teacher’s time allocation. A current trend in
using preschool writing centers in U.S. classrooms to focus quite narrowly on supporting literacy skills
development is discussed in light of oral language and content development needs. The benefits of
thinking broadly about a drawing/writing/talking center to meet some of these oral language and content
knowledge needs are explored. Some practical ideas for supporting this broader use of the writing center,
and ideas for research on teacher-child talk in a drawing/writing/talking center context, are suggested.
achievement gap,early literacy skills,emergent writing and drawing,oral language and content knowledge development
Accounting for Variation in Adult-Child Talk Across The Samples
“Writing” Center or “Drawing, Talking, Writing” Center?