Observe the child with markers and paper next to an adult with paper and a marker.
The adult asks the child to write mommy a note and then asks the child what the note says.
The child recognizes that writing involves separate marks with spaces in between, though not necessarily in a line. The child “reads” her note to the adult.
The child’s movements are becoming more precise, and scribbling can be writing or drawing. Early childhood educators and parents who involve the child in writing tasks help the child learn the reasons for writing and different writing formats. For example, parents can involve children in writing grocery lists or notes to family members (e.g., “Ian’s soccer practice is on Monday.”). Adults can also point out messages in various venues (e.g., labels and messages on food or toys), writing on signs, etc. in the community, and let the child help open the mail and read the messages. In dramatic play, provide paper and pencil as well as print materials to provide opportunities for the child to see and recreate print in her own way.
North Carolina Department of Public Instruction, 2015
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