Sociological findings in young children's word-processed writings

摘要

Graves (1983) tells us that children with positive writing histories develop positive self-concepts. We know that confident children learn best. The children at Broken Rocks are becoming confident, capable writers. They know when and why writing is used, and they find it a meaningful activity because they can successfully communicate through their writings. They provide clear evidence that they know something of writing form and structure. Now they can use their writing to express concern, to state rules, to recall, to request information, and even to fantasize (Hall, 1987).The sociological implications of children's writings must not be ignored. Through their writing, teachers can learn more about their students —when and how to help. They can identify ways to increase children's confidence and better assure school success. Conscious attention to the content of the children's stories will tell teachers when and how to intervene.This paper set out to describe a computer-connected writing program and share examples of children's writing. That has been done; but in the process, more was learned than expected. The findings proved compelling enough to become the greater focus of this work. It is not yet known whether the increase in these children's writing skills is a result of their relationship with computers or the effective teaching that occurs at this school; perhaps it is because they are allowed to create their own writing. It is likely a combination of all. It is also true that these young children seem to have bridged a gap by bringing their oral and written language startlingly close. Surely, from this point on they can become only more proficient writers.