Many educators and parents assume that young children must progress through a sequence of clearly defined skill areas to acquire listening, speaking, reading, and, finally, writing facility. Such attempts to communicate are not viewed as mistakes. Instead, they support the naturalness of learning about reading and writing by enriching the atmosphere in which children live and learn. In such an enriched atmosphere, authentic reasons for learning to write and read are readily apparent to children, and they have opportunities to hear good literature and use language in many forms to accomplish tasks. Each child's symbol is displayed on an identification sign that also includes the child's name and photo.
Children use their symbols daily.
Teachers and other adults involve children in writing messages, notes to parents, and lists of things to do. In a preschool or day care program, the writing area may simply be an informal arrangement, such as a table with writing implements and materials. In a kindergarten, it may be a full-fledged activity area. Most important, it should be a place where children feel free to write in their own way. Adults respond warmly to all attempts children make to write, even when these attempts result in the random scribbles, letter-like marks, and drawings that children call writing.