EDU 4503 – ASSESSMENT

FINAL RESEARCH PROJECT

Bachelor of Education (ECE)

Fatima Saif Ali – H00247133

Al Ain Women’s College

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Development of emergent writing
skills in Kindergarten

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Abstract

This research is based on the development of emergent writing skills in a kindergarten classroom
in the United Arab Emirates. A further aim of this research is to build my knowledge in emergent
writing skills which, assist me to give students effective writing activities depends on students’
abilities in engaging ways. The research was conducted in a government kindergarten located in
Al Ain, and it follows the Abu Dhabi Education Council (ADEC). The participants included two
classes of KG 2 with around 28 students for each class and their teacher. This research adopted a
qualitative approach using different research tools which are reflections, observations and
interviews. Data were analyzed and classified into three themes, provide hands on activities, link
writing with technology and interact with different learning abilities and skills. The findings
revealed that through providing hands on activities and utilizing computer websites the students
with taking into account their learning abilities will have the opportunity to improve their writing
skills in effective and enjoyable ways. Finally, this research paper discusses my recommendation
for teachers, what I learned and limitations of this research and how it contributed to my
professional growth.

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Table of Contents

1.INTRODUCTION.................................................................................................................................... 6
2.LITERATURE REVIEW ............................................................................................................................ 8
2.1 DEVELOPING EMERGENT WRITING SKILLS ................................................................................................. 8
2.2 THE ADVANTAGES OF DEVELOPING EMERGENT WRITING SKILLS ..................................................................... 9
2.3 STRATEGIES FOR DEVELOPING WRITING SKILLS ........................................................................................ 10
3. RESEARCH METHODOLOGY .............................................................................................................. 13
3.1 ACTION RESEARCH............................................................................................................................ 13
3.2 RESEARCH ETHICS............................................................................................................................. 14
3.3 DATA TOOLS ................................................................................................................................... 14
4. IMPLEMENTATION OF THE ACTION PLAN ......................................................................................... 16
5. DATA ANALYSIS AND FINDINGS ........................................................................................................ 18
5.1 PROVIDE HANDS ON ACTIVITIES ........................................................................................................... 18
5.2 LINK WRITING WITH TECHNOLOGY ....................................................................................................... 18
5.3 INTERACT WITH DIFFERENT STUDENTS’ LEVELS ........................................................................................ 19
6. CONCLUSION..................................................................................................................................... 20
7. REFERENCES ...................................................................................................................................... 22
8. APPENDICES ...................................................................................................................................... 25
8.1 APPENDIX 1 .................................................................................................................................... 25
8.2 APPENDIX 2 ................................................................................................................................... 25
8.3 APPENDIX 3 ................................................................................................................................... 26
8.4 APPENDIX 4 ................................................................................................................................... 26
8.5 APPENDIX 5 ................................................................................................................................... 28
8.6 APPENDIX 6 .................................................................................................................................... 29
8.7 APPENDIX 7 .................................................................................................................................... 29
8.8 APPENDIX 8 .................................................................................................................................... 29
8.9 APPENDIX 9 .................................................................................................................................... 30
8.10 APPENDIX 10 ................................................................................................................................ 30
8.11 APPENDIX 11 ................................................................................................................................ 30
8.12 APPENDIX 12 ................................................................................................................................ 31
8.13 APPENDIX 13 ................................................................................................................................ 31
8.14 APPENDIX 14 ................................................................................................................................ 32
8.15 APPENDIX 15 ................................................................................................................................ 32
8.16 APPENDIX 16 ................................................................................................................................ 32
8.17 APPENDIX 17 ................................................................................................................................ 33
8.18 APPENDIX 18 ................................................................................................................................ 33
8.19 APPENDIX 19 ................................................................................................................................ 33
8.20 APPENDIX 20 ................................................................................................................................ 34
8.21 APPENDIX 21 ................................................................................................................................ 34
8.22 APPENDIX 22 ................................................................................................................................ 35
8.23 APPENDIX 23 ................................................................................................................................ 35
8.24 APPENDIX 24 ................................................................................................................................ 35
8.25 APPENDIX 25 ................................................................................................................................ 36

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 8.26 APPENDIX 26 ................................................................................................................................ 36
8.27 APPENDIX 27 ................................................................................................................................ 36
8.28 APPENDIX 28 ................................................................................................................................ 37

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1.Introduction

I am going to write a report on an action research project which is about the development of
emergent writing skills in Kindergarten. I chose this topic because of several reasons. Firstly, I
believe that building my knowledge in emergent writing skills is essential in literacy, it can assist
teacher to know the students writing skills and provide activities that fit different learning levels
in the classroom. Secondly, I believe that the teacher should providing effective writing activities
in engaging ways. When I was a student in grade 1, I used to feel that writing was hard and
boring, because my Arabic teacher always asked us to copy a long paragraph. Furthermore, when
she wanted to punish students she asked us to copy long paragraph more than 10 times which
made me dislike writing. Thirdly, I believe that as a kindergarten teacher I must understand the
importance of teaching children writing. Usually during teaching practice, I have several tasks
that I have to complete, but as a year four student I have a choice to learn something that I am
interested in. I want to know the details of children writing and what steps that I have to take as a
teacher to encourage students to write. Lastly, I strongly believe following the stages of writing
may assist me to know students learning level and it is a great guide to develop students writing
ability.

My research was done at a government kindergarten (D) located in Al Ain, specifically in Al

Dhaher. It follows the ADEC curriculum. It is a modern government kindergarten that has only
indoor playground that fits young students’ level. It is a small kindergarten that has only 342
pupils they are 4 to 5 years old. There are 6 classrooms for KG 1 and 5 classrooms for KG 2, all
classrooms are provided with technology resources such as smart board, four computers, three of
them only for students that has many educational programs like starfall to practice counting,
learning letters etc. There are 13 Arabic teachers and only 6 English teachers in (D) kindergarten.
Moreover, there are 3 assistant teachers and 2 special need teachers. There are only 3 special
educational needs students at school, all have autism. They are all integrated with the regular
classes with individualized education programs. I was in two KG classes the total number of two
classes are 43 Emirati students. My mentor, Mrs. M is from New Zealand she was been teaching
for 8 years. She has great experience in New Zealand. She teaches students Literacy,
Mathematics and Science. She believes that the teacher must also have patience. She says

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“students will learn in their own time, we just need to make sure we are guiding their learning by
providing the tools that they need to help them move forward”. Therefore, my research question
is How can I develop writing skills in an Emirati KG class?

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2.Literature Review

In this literature review I will discuss developing writing skills in early childhood students. It
will cover three sections. Firstly, the definitions of emergent writing. Secondly, justifications of
writing including the benefits of developing writing skills, and the last part is about practical
strategies or how to teach it in a kindergarten class.

2.1 Developing emergent writing skills

Firstly, educators play an important role in promoting emerging writing development by giving
children engaging activities such as using hands-on activities to encourage young students to
write in enjoyable ways and assist them in improving their writing. According to (Byington &
Kim, n.d.) “emergent writing is young children’s first attempts at the writing process.” this
means that, students in this stage practice holding pencil, writing letters and learning a series of
stages as they are learning to write. Besides, )Neuman & Dickinson, 2003) stated that there are
various stages for emergent writing and literacy and through such stages, the child writing skill is
formed of these stages. The first one is drawing and imitative writing through being done
individually and through it the child writes a message and it is considered an attempt for
communicating with others. Then that is followed by another stage that is copying words, strings
of letters and drawing, next the stage of early phonetic writing, and then conventional phonetic
writing. (Neuman, S. B., & Dickinson, D. K. 2003).

Secondly, according to (Stages of Emerging Literacy, n.d.)“Emerging literacy is the sequence of

learning that children move through as they progress from non-readers and writers to
independent readers and writers”. This seems to show, the development of emergent writing
skills in early childhood enable students to improve their writing skills in the earlier ages and
recognize letters and that can help them to write well and also read. For instance, when teachers
have some engaging writing centers activities, students may be excited and by utilizing
kinesthetic materials students try to form letters and memorize them better than just holding
pencils and just copying the letters or following the dots to write letters (Stages of Emerging
Literacy, n.d.)”

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In Addition, (Morrow ,2012) presented the approach of writing where it means that children start
to manage writing as sort of communication and even their marks that they draw on papers
convey a message and such writing develops along a developmental continuum. Besides, both
reading and writing are developed simultaneously and are both related (Morrow, L. M., (2012)

Finally, in the view of (Mayer, 2007) emergent writing “means that children begin to understand
that writing is a form of communication and their marks on paper convey a message”. In other
words, when children learn how to write they also will learn that writing is tool of
communications between people and also, children see print everywhere, in the road there are
many signs such as stop or exit, sign in the grocery and other shops (Mayer, 2007).

2.2 The advantages of developing emergent writing skills

Developing emergent writing skills for pre-school students have has various benefits for
instance, Firstly, “Children increase their vocabulary and oral language skills as they read and as
they talk about their early writing and drawing. As they realize that what they think and say can
be written down, their oral language becomes the basis of what they write.” (Heroman & Jones,
2004, p.109) In other words, during the emergent writing stage, young children learn how each
letter looks like in the lower case and upper case and trying to memorize all letters forms and
then learn how to write words and put many words together to make a clause. Secondly, in view
of (Bickart & Jablon, 1999) “during writing, the child constructs words (a building-up process)
while composing and then writing text”. This means that, young children learn how each letter
looks like in the lowercase and upper case to build words and trying to use all letter forms and
then learn how to write words and put many words together to make a text (Bickart, T. S., &
Jablon, J. R. ,1999)

Secondly, “handwriting in the earliest grades is linked to basic reading and spelling achievement;
for example, when children learn how to form the letter m, they can also be learning its sound.
Attention to the linkages among handwriting, reading, and spelling skills can help to reinforce
early achievement across these areas ( Louise S., 2006). In other words, when children learn how

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to form letters they also know the sound of letters and how to write and read whole words. So,
when children write they also will increase their reading skills as well. ( Louise S., 2006)

Lastly, “At a time when kids’ brainpower is growing extremely rapidly, writing may be the
single best brain workout they can get: it requires all the skills of reading, some of the logical
skills of math and science, small motor coordination, and even some emotional intelligence as
well when they begin to consider writing for an audience (Richard J.G., 2013). In other words,
writing is the best brain workout for young learners, it helps their brainpower to growing sharply.
So, the students may develop their reading, mathematics, science skills and other skills such as
small motor coordination and even some emotional intelligence. ( Richard J.G., 2013)

(Dixon-Krauss , 1996) showed the advantages of developing emerging writing is to witness the
progress of children in writing and their moving from one level to the next one. Besides,
investigating the abilities of children and to predict their skills and identifying the areas of
improvement as well. The child passes with certain steps including scribbles, marks, and
pictures. Then children move to the “semi-phonetic” by using letters that present the words, but
the phonemic representation is not complete. Then there is a gradual progress towards
controlling writing. Another advantage is “phonetic” when students use letters to produce sounds
and that is effective till the conventional level at the age of 5 and 6 (Dixon-Krauss, L.,1996).

2.3 Strategies for developing writing skills

There are several strategies a teacher can use to develop emergent writing skills including;

Firstly, one classroom routine is the “morning message” in which the teacher previews the day’s
activities for the students. By writing the day’s activities down on the board as the teacher says
the words, the teacher models the organization/mnemonic function of writing as well as the form
(i.e., the left-to-right, letter-by-letter sequence corresponding to your spoken words (Suzanne; F,
Owen F., 2005). For example, when teacher do make the morning message as a daily routine for
students it in front of children in the whole circle, the students may know the rules of writing
such as the capital letter, the direction of writing left-to-write, letter by-letter sequence, and also

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the punctuation marks. And to provide materials and opportunities for children to write on their
own ( Suzanne; F, Owen F., 2005).

Secondly, (Heroman & Jones, 2004) mention that “by using literacy materials in their play,
children explore their knowledge of print”. So, when educators give children the opportunity to
play with letters and words, the children can develop their knowledge of print (Heroman &
Jones, 2004, p. 120)

Moreover, “Children demonstrate their knowledge and understanding of written language

through their own writing, dictation, and comments (Ibid, p. 110)” For example, when teachers
writes comments on students work, students may be able to learn more from their mistakes.
However, by using a writing Rubric (the stages of writing), the student can assess where they
think they are and how to improve to move to the next step by following the teachers’ comments.

Additionally, “One of the most powerful strategies teachers use to help children learn about
written language is to talk about it when they write, themselves. When teachers describe their
thoughts and action as they write, children learn about the function and conventions of print
(e.g., latter names, letter feature, how letters are formed, letter-sound association, spacing,
punctuation, directionality, etc.) (ibid, p. 114)”. For instance, teachers modeling is one of the
most effective strategies used. This is a strategy that is used to help scaffold young learners and
their development in writing. To be more precise, the teacher may ask students to talk and share
about what they did on the weekend. One child may be chosen for the teacher to model the
stages of writing. The teacher will draw a picture based on the child’s explanation. Then the
teacher would label the picture with support of the student. As a class, we would write a sentence
focusing on punctuation, spacing, directionality, letter formation and letter sounds. That is used
by educators as a mechanic of letter and word writing and spelling and to manage understanding
alphabet and even learning the code of alphabet and letter sound that is important and required
component for gaining procedural knowledge. Through giving children various opportunities
throughout the day and that for developing fine motor skills and also finger dexterity through the

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use of a variety of manipulative as for example, magnetic letters, rubber bands and writing
implements as well. (Soderman, Gregory,& McCarty, 1999)

Finally, (Soderman, Gregory,& McCarty, 1999) presented a good strategy in supporting children
through helping children become more strategic in their building of literacy skills and concepts.
It is required to understand well the rich child development theory, sound search and
developmentally appropriate practices of these strategies the ones that start with as what was
mentioned in writing as encouraging them to practicing their name writing as children learn to
write their name first and by doing that there is an increase in children’s conceptual and
procedural knowledge because names are conceptual to children and those preschoolers like
greatly to identify the letters of their names first and that supports other writing skills and
motivate children to learn more where that is connected with alphabet knowledge, print
concepts, letter writing, and spelling (Soderman, Gregory,& McCarty, 1999)

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3. Research Methodology

In this chapter I discuss firstly, action research and what does it means and the steps that I
followed to do action research, then, I write about data tools and finally, data analysis and
findings.

3.1 Action research

Teachers usually do their plans and do the action during teaching, however, educator also do
action research. According to (Bodorkós, 2010) action research “is an umbrella term that
includes several traditions of theories and research practice, which aim at developing a research
process to address issues of pressing concerns by bringing together research and action, theory
and practice, academic and local knowledge and participation of people in research”. In addition,
(Reason&Bradbury, (2001) define action research as “an innovative approach to encourage
active intervention of people in the issues being researched”. That means the action research
assist people to improve teaching strategies and solve issues that teachers face in the classroom.
There are steps teachers should follow to do the full words. Firstly, select the problem. After that,
collect data and categorize it. Then, implement the strategies. Afterwards, collect data of
interview, observation and reflections. Finally, analyse it, reflect and write about it
(Reason&Bradbury, 2001).

I utilized the action research circle for my action research project and divided into two semesters
(Appendix 1). In semester one, I selected the topic that I am interested in. After that, I read more
about my topic and wrote a literature review. Also, I utilized three data collection methods which
were observation, reflective journal and semi-structured interview. In semester one I was
observed my Mrs. M and wrote a reflective journal and did a semi-structured interview about
what she did in the classes. At the end of semester one I made my action research plan
(Appendix 2) and I wrote a new research question for semester two. After that, in semester two, I
followed and implemented what I wrote on my action research plan with little changing, then I
utilized the same data collection methods but in this semester Ms M wrote observed me and I
wrote reflective journals about what I did. Moreover, I did a semi-structured interview about my

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teaching of emergent writing skills. Afterward, with I analysed my data collection methods and
finding I got three themes.

3.2 Research ethics

Research ethics means the “application of moral rules and professional codes of conduct to the
collection, analysis, reporting, and publication of information about research subjects, in
particular active acceptance of subjects' right to privacy, confidentiality, and informed consent”
(Miller, Birch, & Melanie , 2012). There are some main principles for research ethics. Firstly,
informed consent means agreement from the research participants to provide all the information
that the researchers need for their projects. However, I told Mrs M about my action research and
what type of data tools that I will utilize to collect information that I need. Moreover, I took her
permission to take pictures and videos as evidence for my action research so she showed me one
bot that their parents disagree with taking picture of him. Secondly, I told Mrs M that all
participants’ information in my project will be anonymous. Lastly, Research participants have
the freedom to choose how much information about themselves they will reveal so I told Mrs. M
all the information that she will give for me it will not be public and just for my action research
project.

3.3 Data tools

I utilized three methods to collect information related to my topic. The first one was
observations. In the view of (Wajnryb, 2000) “One of the most efficient tools of data collections,
with a clear question, the teacher can observe her classroom”. Also, observations are defined
"The systematic description of events, behaviors, and artifacts in the social setting chosen for
study" (Marshall, & Rossman,1989). However, (Bernard,1994) mentioned that observation “help
the researcher to develop questions that make sense in the native research”. Moreover,
observation can assist researchers to “collect data where and when an event or activity is
occurring, does not rely on people’s willingness or ability to provide information and allows you
to directly see what people” (Sadik).So, I observed Mrs. M 12 times for 6 weeks in the literacy
lessons and I focused on what she did for writing activities for KG 2 students during my teaching
practice and put my comments to make the activity better. (Appendix 3)

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The second data collection method was a reflective journal, which means “A mental process in
which one thinks about things by going back over them” (Phelps, 2005). Also, (Chan ,2009)
defined a reflective journal as “a means of recording ideas, personal thoughts and experiences, as
well as reflection and insights a student have in the learning process of a course” Furthermore,
(Phelps & Hase, 2002) state that the purpose of a reflective journal is "provide a valid method for
researching teaching and learning". In addition to that (Farabaugh, 2007) mentioned “it
developing metacognitive abilities, promoting self-orientation and responsibility for the
processes of their personal learning and also aware of their thoughts, positions, and feelings in
relation to learning and to the learning community”. Therefore, I did writing activities for KG 2
students 7 times for 6 weeks and I wrote down my reflective journal after each activity.
(Appendix 4)

The last data collection method was a Simi structured interview. (Cohen , 2007: 29) state an
interview is “A valuable method for exploring the construction and negotiation of meanings in a
natural setting”. In addition, ( Kvale ,1996: 174) defined it as “A conversation, whose purpose is
to gather descriptions of the [life-world] of the interviewee”. Furthermore, an interview “Offers
researchers the opportunity to uncover information that is “probably not accessible using
techniques such as questionnaires and observations” (Blaxter et al , 2006: 172). Finally, (Berg,
2007: 96). agree that “It enables interviewees to “speak in their own voice and express their own
thoughts and feelings” (Appendix 5).

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4. Implementation of the action plan

I started implemented my action research in week 2 to week 8 with KG 2 C and KG2 D. I

provided various writing activities that marched students weekly plan and learning outcomes.

Week2
I asked students to practicing writing sight words and review some letters that they had learned
before. I made a bingo game by put A1 paper on the ground and gave students dices and
provided them some materials like pencils and A4 papers, after throwing the dice the students
had read the word and wrote it on his paper (Appendix 6). Other activity was the students had
flash cards with one sight word for each card. After taking a card the student read the word and
then wrote it on the whiteboard (Appendix 7). Moreover, I gave students laminated papers with
sight words so they wrote the word and colored the circle that had same word (Appendix 8).
Also, I provided playdough activity to practicing modeling letters. (Appendix 9).

Week3
Students had to diagraph /sh/ and I linked it with the unit theme which was all about animals.
The students utilized wooden sticks and tried to read the word like sheep and then build the word
with magnets letters and then wrote it with a marker (Appendix 10). For low learning ability, I
asked them same activity with diagraph /sh/ (Appendix 11). Therefore, there were outside
activity which was after take a card and read the animal name with /sh/ the student throwing the
hula hoop to the correct corn and then wrote the word on the whiteboard (Appendix 12). Lastly,
the students utilized shapes and modeling letters (Appendix 13).

week 4 and 5
Students utilized two programs which were starfull.com and turtlediary.com and practiced
writing letters individually (Appendix 14). Also, low learning ability students wrote their names
with a marker (Appendix15). Then they had a test which was writing their names (Appendix 16).
Also, for low ability they utilized hand robot to and caught letter c (Appendix 17). whereas, high
learning ability had to read and build a full sentence with cubes and then wrote it again with a

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marker (Appendix 18). Further, all the students used pencils practiced writing animals name
which was related to the unit theme all about animals (Appendix 19).

Week 6
The students used wooden sticks and read the word and then build it and wrote it with a marker
(Appendix 20). Another activity was the students utilized cubes and build words with four letters
such as kids, duck, frog and fish (Appendix 21). For mastered students, I hold flash cards with
three letters or more and the students listened carefully to me when I pronounced the words and
wrote on the paper (Appendix 22).

Weeks 7and 8
Students practiced writing their first and second names with cubes (Appendix 23). Also, students
utilized playdough to modeling letters (Appendix 24). Moreover, students used star stickers to
and modeled letter s (Appendix 25). While on the last week the students utilized bingo game and
throwing the dice in A1 paper and read the words while the second students listened carefully
only without seeing the words and wrote it on the whiteboard (Appendix 26). Whereas, other
activity was practiced made /ch/ with rubber bands (Appendix 27). The last activity was used
cottons to diagraph /ch/ (Appendix 28).

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5. Data analysis and findings

Data Analysis is “the process of evaluating data through using analytical and logical reasoning to
examine each component concerning the data provided” (Introduction to Data Analysis , 2006). I
collected data by using my three methods and read them carefully and then I focused on the
similar data that I found in interview, observation and reflective journal. After that I put them
into three themes.

5.1 Provide hands on activities

Young learners are learning through playing, and having hands on activities may assist them to
learn better than worksheets. According to (M, interview, 2019) “Implemented many hands-on
activities that kept students engaged. Fatima would use a variety of manipulatives to cater for
the diverse learning needs in the classroom. (playdough, blocks, tangram shapes, cotton wool
activity, sand tray, etc.)” Furthermore, during Miss M observations, she wrote that “Fatima
provided hands on activities to engage students during the activities for example she utilized
playdough, puzzles, sticks and sand writing tray etc. so the students feel excited to learn” (M,
Observation, 2019). Finally, in my reflective journal on what I had gave students to do I reflected
that “providing hands on activities make students learn through playing which makes learning
enjoyable and excited for them” (F, Reflective journal, 2019). Therefore, as a whole, the data
clarifies that hands-on activities motivate the students to learn in the excited way they enjoy to
do the activities, which assists them to achieve the learning outcomes (F, Reflective journal,
2019).

5.2 Link writing with technology

Utilizing technology in the classroom assist students to develop their writing skills individually
in enjoyable ways through using many learning websites. As Ms M mentioned in the interview
“Many opportunities were available for students to practice writing. Ie: writing center (different
materials to write), technology (computers, starboard)” (M, 2019). Furthermore, when she
observed me she wrote that “Using the computers in class www.starfall.com and
www.turtlediary.com programs make students engaged and excited to practice writing letters”.

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(M, Observation, 2019). However, through providing learning websites for students reflected
that “Computer websites give students a chance to practice modeling writing letters in the right
way”. (F, Reflective journal, 2019). Additionally, I noticed that “Computer websites makes
students engaged and excited to practice modeling writing and alert them while writing the letter
in the wrong way”. (F, Reflective journal, 2019). Finally, as a whole, data suggest that linking
writing with technology give students a chance to learn individually which assist them to focus
more during utilize the learning websites. Using technology in writing helps children to write
and solve problems together. Problem solving is a valuable social skill that can be carried
throughout life. Therefore, it is required to encourage children to use technological tools in order
to share ideas and learn faster (Costley, 2014).

5.3 Interact with different students’ levels

In all classes, there are different students’ learning level and skills, teachers usually divided those
students depends on their learning level. On the interview Miss M mentioned that “Activities
were also differentiated as not all learners know how to write. Support was given to those who
need more guidance.” And she added “You are very observant with regards to tracking students’
skill level. Also, understand that not all students can write and need more opportunities to
practice.” (M, 2019). Moreover, during my teaching practice she observed that “Fatima always
provided activities depends on students learning level which assist students to develop their
writing skills” (M, Observation, 2019). “In my reflection I wrote that “I followed the ADEC’s
curriculum there are three outcomes for emergent, developing and mastery. Then I provided
activities that fit these three learning outcomes. For example, for emergent they just modelling
the letters with play dough and recognized and matched letters, developing they build words with
cubes, they knew the sounds of some letters, while mastery level, they can hold pencils and write
small words like pin, sat or dig and some of them were able to read and wrote a full sentence” (F,
Reflective journal, 2019). Finally, as a whole, data suggest that providing different type of
writing activities to develop EWS assist teachers to fit all students need to success and develop
their learning level.

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6. Conclusion

Children learn better through play, so the findings illustrated three basic outcomes to manage
children to learn writing in a perfect way. The first strategy is that providing hands on activities.
This strategy is related and connected with improving students writing as they use their hands.
Consequently, implemented many hands-on activities that kept students engaged it is great
strategy to be followed. A second strategy is to link writing through the use of technology as
using technology in the classroom enables students to promote and develop their writing skills
individually and that through the use of various websites as such programs provide children with
enjoyable methods. Thirdly, interacting with different students’ levels and here there is a vital
importance for dividing students into levels. Which also connected with the activities provided to
children as surely, they ought to be different and depend on students’ abilities and skills as well.
This study faced some limitations as the number interviewed is not enough and the perfect study
ought to include a large sample and that was so hard as it requires more time and efforts.
Besides, it is hard to interview a lot of teachers to check their own point of views.

I recommended teachers who teach emergent writing in Kindergartens ought to put in their mind
the importance of how to manage students to learn and that cannot be achieved without
identifying the students learning level as after identifying students’ learning levels, the teacher
can prepare activities according to their abilities whether it is high, mid, or low. Moreover, I
recommended that teachers should use technology in helping them and students to learn faster as
technology and programs as Star Fall website, provide writing in an enjoyable way. In turn,
students will be happy when they use such technology.

I personally, learnt a lot from this research as I realized understanding what emergent writing is
and how to be developed. Also, I understood how can I use emergent writing in my classes after
graduation and how to create an effective and energetic writing classes. Actually, for me I learnt
the importance of dividing students into levels as activities depend on their levels. Also, I
managed to makes students use their hands and this policy is through using hands supports
students learning. Finally, I can say that this research benefited me as I understood that students
need more care and support and our role is to try to benefit from the current development in

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technology and the modern age in supporting student’s education and writing is an effective
policy for increasing students learning. Furthermore, I learnt that there were important steps that
we have follow when we doing action research which were select the problem, collect data and
categorize it. Then, implement the strategies. After that, collect data of interview, observation
and reflections. Finally, analyse it, reflect and write about it.

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7. References
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Bodorkós. (2010). Action Research -techniques. Innovation in Rural Development.

Byington, T. A., & Kim, Y. (n.d.). Promoting Preschoolers’ Emergent Writing. Retrieved from
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Bodorkós, B., Pataki, Gy.: Local Communities Empowered to Plan? Applying PAR to Establish

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Cohen, L., Manion, L., & Morison, K. (2007). Research Methods in Education. (6th ed.).
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Democratic Communicative Spaces for Sustainable Rural Development. Paper forthcoming in
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Dixon-Krauss, L. (1996). Vygotsky in the classroom: Mediated literacy instruction and

assessment. White Plains, N.Y: Longman.
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Heroman, C., & Jones, C. (2004). Literacy The Creative Curriculum Approach. United Statesof
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ibid. (n.d.). Literacy The Creative Curriculum Approach. United Statesof America: Teaching
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Soderman, A. K., Gregory, K. M., & McCarty, L. T. (1999). Scaffolding emergent literacy: A
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8. Appendices

8.1 Appendix 1

8.2 Appendix 2

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8.3 Appendix 3

8.4 Appendix 4

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27 H00247133@hct.ac.ae
8.5 Appendix 5

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8.6 Appendix 6
Pingo game activity for students to practicing writing the sight words.

8.7 Appendix 7
This student practicing writing sight words on the Wight board

8.8 Appendix 8
Students practicing writing the sight words and colour the circles that have same word.

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8.9 Appendix 9

Students practicing modeling letters with playdough.

8.10 Appendix 10
This student built word sheep with magnets letters and wrote with a marker.

8.11 Appendix 11
Student digraph /sh/ with magnets letters and wrote it with marker.

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8.12 Appendix 12
Students through the hula hoop to the corn and write the word on the Wight board

8.13 Appendix 13
Students modeling letters with shapes

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8.14 Appendix 14
This students utilized starfull website to practice writing

8.15 Appendix 15
Low learning level practicing writing their names.

8.16 Appendix 16
Low learning level had a test on writing their names.

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8.17 Appendix 17
Low learning level utilized hand report to caught letter c.

8.18 Appendix 18
This student practicing writing animals name which related to unit theme all about animals.

8.19 Appendix 19
High learning level made a sentence with cubes and wrote it with a marker.

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8.20 Appendix 20
Students built words with magnets letter and wrote it with a marker

8.21 Appendix 21
Students built words with cubes

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8.22 Appendix 22
I sat with high learning level and asked them to wrote words without seeing the flash cards

8.23 Appendix 23
Mahra wrote her name with cubes.

8.24 Appendix 24
Student wrote sight words with playdough.

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8.25 Appendix 25
Student wrote S with stickers.

8.26 Appendix 26
Pingo game to write words.

8.27 Appendix 27
Student digragh /ch/ with rubber bands.

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8.28 Appendix 28
Students utilized cotton to digraph /ch/.

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