Emergent Writing:Preschool Teachers' Beliefs And Practices

The research on the topic of emergent writing has been given some attention at home and abroad.but the reaearch on teacher's emergent writing concept and behavior is still poor.However,teachers attitudes to the emergent writing in the concept and behavior affect the development of pre-written ability of children.This study mainly focuses on empirical research methods to explore what is the concept and the practice level of the preschool teachers about the emergent writing.Therefore,this research mainly focues on the following two core tasks:1.Prepare a tool to accurately measure kindergarten teachers's emergent writing ideas and behaviors;2.To measure the realistic level of kindergarten teachers'emergent writing conception and behavior.In response to task l,the researcher collected relevant literature,carried out open-ended questionnaire survey and drew on the existing questionnaire to prepare the target questionnaire.In addition,580 kindergarten teachers in Y city of Z province were tested to verify the questionnaire structure and validity.Finally,a set of kindergarten teachers' emergent writing conception questionnaire with five dimension and 20 projects and emergent writing practices questionnaire with three dimension and 16 projects were determined.It's reliability and validity were all met with statistical requirements.For task 2,the researchs tested 320 kindergarten teachers in Y city,Z province by se,lf-compiled questionnaire.The results showed that pre-school teachers had a good level of emergent writing conception,while the previous writing behavior was moderate.Different dimensions have different development level and teachers'emergent writing conception and behaviors are disconnect.The unit attribute such as kindergarten nature,grade.location,the emergent writing concept and behavior have significant difference which indicates that there is a "synergistic effect"between the nature of kindergartens and the emergent writing conception and behavior of teachers.There is no significant difference between the emergent writing concepts and behaviors in different education backgrounds,such as teaching age,academic degree and major.It's shown that personal information and education background are not the important factors that influence the emergent writing conception and behavoir of teachers.Howere,there was a significant difference in the teacher's writing behavior on the two variables:teaching class and receiving relevant training.Based on the above findings and related literatures at home and abroad,the researcher further carried out relevant analysis and discussion.