Becoming a Writer: Examining Preschoolers' Interactions, Modes of Participation, and Use of Resources at the Writing Center

Abstract

In this paper, I describe the talk, activities, and nonverbal behaviors of 2 preschoolers at a science writing center. Both students became writers by producing multidimensional texts (e.g., letters, drawings) about frogs. Although group interactions and writing tools were important, access to the instructor was the critical resource both students required to create written products. The findings have implications for creating productive learning environments for young learners to practice writing skills across the content areas.