Article Analysis Essay on How Drawing Can Support Writing Acquisition

Introduction

The articles "How drawing can support writing acquisition: Text construction in early writing from a Vygotskian perspective, Australasian Journal of Early Childhood," and "Using socio-dramatic play to support a beginning writer: 'Daniel, the doctor and the bleeding ball,' International Journal of Early Years Education," make some key points. First, play in early year setting unlocks the learning potential in kids. Exposure of kids to socio-dramatic play opportunities improves their writing ability. Also, it increases their ability to represent spoken language mapped to corresponding phonemes. Second, the creation of visual text skills allows for the continuation of self-expression in kids while they learn the skills for written text. Use of visual text helps in solving the challenge faced when learning to write since the complexity involved in the writing process is difficult for kids when they start the writing process.

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There are several key findings from "How drawing can support writing acquisition: Text construction in early writing from a Vygotskian perspective, Australasian Journal of Early Childhood." Working collaboratively greatly improves written text construction since the children assist each other with the use of the various tools for writing. The children can contribute independently to what one can remember throughout their experience and create an interesting story. Also, used of use of arrows to point to a drawing assists children in understanding and explaining the drawn objects. Drawing gives a base for a better explanation using written text. Additionally, it is important to note that not all learners will have to use both drawings and written texts for the same time length. The other will prefer written text to the combination of drawing and written text. A similarity between the two articles can be drawn. In the first text, it is evident that drawing support writing acquisition. On the other hand, the second article states that socio-dramatic plays support a beginner writer. Both articles are in support of the fact that the learning needs of a beginner writer are highly complex and mixed teaching approach is the best way of instilling the writing skill in the development of early years of writing.

In the second article entitled "Using socio-dramatic play to support a beginning writer: 'Daniel, the doctor and the bleeding ball,' it was found that children that invent spelling discover the relationship by themselves about the sounds and letters. Further, exposure to socio-dramatic play opportunities of beginner writer develops and improves the skills of representing spoken language mapped to corresponding phonemes. However, understanding the learning needs of the child is important before supporting the learning process.

Conclusion

In conclusion, sociodramatic plays and drawings allow children to explore the world and new imaginations. The use of sociodramatic play and drawings extends the power of the children in using literacy for communicating meaning via multiple modes. Beginner writer children can, therefore, improve their writing skills by taking different roles that they actively participate in, using pictures to solve problems while using a variety of communication modes. Provision of access to a range of texts and materials makes children to explore the various ways of using literacy in both a functional and playful way. In this manner, educators can create opportunities for the children at their early stages of writing so that they can understand the multiple purposes of literacy. In the sociodramatic play, for instance, the children can play the role of a writer and reader which essentially improves the writing skills.

References

Boyle, B., & Charles, M. (2010). Using socio-dramatic play to support a beginning writer:'Daniel, the doctor and the bleeding ball'. International Journal of Early Years Education, 18(3), 213-225.

Ihmeideh, F. (2015). The impact of the dramatic play centre on promoting the development of children's early writing skills. European Early Childhood Education Research Journal, 23(2), 250-263.

Mackenzie, N., & Veresov, N. (2013). How drawing can support writing acquisition: Text construction in early writing from a Vygotskian perspective. Australasian Journal of Early Childhood, 38(4), 22-29.

Veresov, N., & Fleer, M. (2016). Perezhivanie as a theoretical concept for researching young children's development. Mind, culture, and activity, 23(4), 325-335.