Module 4 is about playful ways that young children transition to conventional writing.
Here you have access to examples of children’s early writing to help you reflect on your working definition of what writing is.
Children have different trajectories as they transition to conventional writing, depending on many factors, including their perception of authentic purpose, their motivation and energy, and the tools that we provide or that they invent.
Further key factors are their classmates' initiatives and abilities and appropriate scaffolding from adults. Again, as with learning to read, the relevance to the childrens' personal and social worlds is paramount.
Similar to the theme in Module 2 of availability and accessibility of texts, careful organization of the writing/drawing tools and materials, both indoors and outdoors, enables children to develop agency and independence.
This module culminates in thinking more deeply about the connection between one universal aspect of learning which is central to children’s lives, and that is play and children’s playful, natural transition to conventional writing (and therefore reading!).