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Young children as writers: foundations for the whole view of writing.

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Bibliographic Details
Title: Young children as writers: foundations for the whole view of writing.
Authors: Murray, Jane1 (AUTHOR) Jane.Murray@northampton.ac.uk
Source: International Journal of Early Years Education. Jun2026, Vol. 34 Issue 2, p139-148. 10p.
Subject Terms: *Writing readiness, *Child development, *Emergent literacy, *Writing education, *Literacy
Abstract: This article focuses on the complex developmental foundations necessary for young children to become writers, emphasizing the often-overlooked physiological and neurological components that underpin writing skills. It introduces the "Whole View of Writing" model, which adds a foundational level of physiological and neurological development—such as reflex integration, bone development, motor skills, balance, coordination, and attention—to existing cognitive and linguistic writing models. The article highlights how these foundational elements develop from prenatal stages through early childhood and influence children's readiness to write, noting that gaps in physical development or retained primitive reflexes can hinder writing acquisition. It also discusses implications for curriculum design, professional development for educators, and the importance of physical activity and targeted interventions to support writing development in early childhood education. [Extracted from the article]
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Database: Education Research Complete
Description
Abstract:This article focuses on the complex developmental foundations necessary for young children to become writers, emphasizing the often-overlooked physiological and neurological components that underpin writing skills. It introduces the "Whole View of Writing" model, which adds a foundational level of physiological and neurological development—such as reflex integration, bone development, motor skills, balance, coordination, and attention—to existing cognitive and linguistic writing models. The article highlights how these foundational elements develop from prenatal stages through early childhood and influence children's readiness to write, noting that gaps in physical development or retained primitive reflexes can hinder writing acquisition. It also discusses implications for curriculum design, professional development for educators, and the importance of physical activity and targeted interventions to support writing development in early childhood education. [Extracted from the article]
ISSN:09669760
DOI:10.1080/09669760.2026.2672704