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Writing

What do I need to do? Provide enjoyable marking activities.

Look out for opportunities to role model writing.

Create opportunities for children to write with a purpose.

Provide paper and writing materials alongside role play.

Look for opportunities for children to write outdoors.

Acknowledge children’s attempts at writing.

Avoid over-correction.

Help parents understand the stages in mark-making and writing.

Frequently Asked Questions

Some parents see early mark-making as scribble. What can we tell them?

Explain to parents that children will need at first to explore marking, and that letters and recognisable words will appear later. It is worth showing parents the way in which mark-making does develop, for example when letters first appear.

Should we force children to write if they are not interested?

No, as this is likely to put them off and affect their future confidence. It is important to look for ways of incorporating writing into play activities, such as a pad of paper for the ‘police’ to use. Role modelling writing is one of the best ways for children to become interested.

30–50 months40–60+ months

Does it matter if children cannot write their name before they join Reception class?

No, providing that they are motivated to mark, recognise their name and have practised the early handwriting skills.

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Painting wall 30–50 monthsChildren will often enjoy making marks on a large scale. At first, mark-making and drawing can be entwined, and so providing opportunities for large-scale painting can be wonderful for children.

Protect a wall by putting up plastic sheeting with masking tape. (You can use a plastic shower curtain for this.) Put paper on top of the plastic sheet – you could use brown paper or the back of wallpaper. It is worth leaving generous borders to avoid paint getting onto the wall. Give each child a small tray of paint and a paint brush so they have a mini palette. You can paint a dividing line onto the paper if children need ‘their own’ space in which to paint.

Teddy letters 40–60+ monthsChildren are more likely to write when they can see a purpose. This is a way of combining writing with imaginative play.

Carry out an activity with Teddy. Afterward, ask the children whether they would like to write Teddy’s mum or dad a letter, telling them how Teddy got on. Tell the children that Teddy’s mum or dad can read all sorts of children’s writing so they do not need to worry about what to put down.

Put out paper, pens and a bag for the letters to go in. Once a child has finished a letter, wait for a moment and then give the child a reply. The letter that you write back from Teddy’s mum or dad needs to be short (around ten words). This will allow the child to remember what it says and help them to match the words to the print. Many children will then go onto write another letter immediately as they will be keen to get another reply!

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Observation

Do children talk as they are painting?

Are children ascribing meanings to their drawing and marks?

Do some painting yourself and role model writing as you paint.

Work out a story with children and then together paint and write the story.

Planning

Observation

How confident are children when they write?

Think about other ways in which children can be encouraged to write when they know that they will not be corrected.

Planning

Is a child using the reply letter to help them write back?

Look at ways of varying the response so as to increase the store of letters that a child is using.

Communication, Language and Literacy