Abstract
Writing is a core school readiness skill, yet preschools typically provide children with limited writing opportunities. To consider how curricular materials guide writing instruction, the five most common Head Start curricula were systematically examined in accordance with the Head Start Early Learning Outcomes Framework. Curricula were coded considering the writing objectives they targeted, the teaching strategies proposed to promote early writing, the information provided on how to individualize instruction, and the tools provided to assess children’s development in this area. Analyses indicated that although all curricula included objectives and guidance for writing these programs varied in their focus on orthography, mechanics, and composing. The primary focus was on materials, and guidance for supporting writing typically lacked sufficient specificity to implement the guidance in ways that promote children’s writing development. Across curricula, there was scant information on how to differentiate writing instruction. The curricula themselves provided little in terms of assessment; two curricula did include a supplementary assessment program. Recommendations for enhanced supports for Head Start teachers are provided.
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Gerde, H.K., Skibbe, L.E., Wright, T.S. et al. Evaluation of Head Start Curricula for Standards-Based Writing Instruction. Early Childhood Educ J 47, 97–105 (2019). https://doi.org/10.1007/s10643-018-0906-x
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DOI: https://doi.org/10.1007/s10643-018-0906-x