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Writing Development

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Communications
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Ashford Unviersity
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Homework
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Introduction to report.
Learning and writing are skills that are sharpened over time, with the right environment
and proper guidance and teachings. For children, the period from infancy to the age of 8 years is
the most crucial to cultivate a child’s reading and writing abilities (Strasser & Koeppel, 2008). A
good foundation for children who begin exploring scribbles long before they join school takes
upon writing long before they are able to read properly. The experiences that a child undergoes
up until the age of eight years affects a child’s rate of literacy development. Even though reading
and writing abilities continue to develop throughout our lifespan, the lack of interest and any
form of practice in reading and writing before joining school is likely to have a lasting effect on a
child’s achievement in terms of limiting their levels of accuracy in reading and writing (Juel,
2000).
The use of outdated teaching guides and practices also dramatically affects the progress of
literacy development for a child, be it in school or at home, most notably for kindergarten
children in their formative years. These children require that their first formal education
experiences be based on previous learnings from their home environment and also from
interactions with other people, materials and experiences. They need to be subjected to learning

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that gives them lasting experiences that build on their literacy content. The stakes usually are
high in cases where a child who has not had any prior home experience in the literacy
development of reading and writing. As a teacher with the responsibility of educating many kids
with different backgrounds and experiences, it is important to realize the need for devising an
approach to teaching that is multi-dimensional and inclusive of all the kids. This means
incorporating well-designed reading and study guides that are considerate of the slow-learners,
the overly curious and the excessively bright children, seeing to it that he needs and interests of
each child are addressed.
These teaching modules also allow a teacher to observe the progress of their students, to
single out those children that are having difficulties in reading or writing and guiding them until
they can catch up with the other children in class. The ability to read and write takes proper
planning and delivery of instructions. From the first few months of life, children begin
communicating by making sounds, gestures and facial expressions in response to adult
communication that is mostly informal and playful.
It is essential to understand that by the time children get to meet in a classroom for the first
time, they all have differences in terms of their backgrounds and past literacy experiences. Some
children might have had support in their reading and writing skills through exposure to quality
reading material, while others may not have had this kind of exposure, instead relying on direct
observations and following instructions as they are told. There is no absolute way or one specific
teaching approach likely to be effective for all children. A good strategy to early childhood
education is incorporating a wide variety of techniques that are inclusive of children’s diversity
in a classroom.
In Kindergarten.

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Student’s name: Course Title: Professor’s name Submission date: Introduction to report. Learning and writing are skills that are sharpened over time, with the right environment and proper guidance and teachings. For children, the period from infancy to the age of 8 years is the most crucial to cultivate a child’s reading and writing abilities (Strasser & Koeppel, 2008). A good foundation for children who begin exploring scribbles long before they join school takes upon writing long before they are able to read properly. The experiences that a child undergoes up until the age of eight years affects a child’s rate of literacy development. Even though reading and writing abilities continue to develop throughout our lifespan, the lack of interest and any form of practice in reading and writing before joining school is likely to have a lasting effect on a child’s achievement in terms of limiting their levels of accuracy in reading and writing (Juel, 2000). The use of outdated teaching guides and practices also dramatically affects the progress of literacy development for a child, be it in school or at home, most notably for kindergarten children in their formative years. These children require that their first formal education experiences be based on previous learnings from their home environment and also from interactions with other people, materials and experiences. They need to be subjected to learning that gives them lasting experiences that build on their literac ...
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