View in EDS

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

Saved in:
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]
Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 194058445
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Young children as writers: foundations for the whole view of writing.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Murray%2C+Jane%22">Murray, Jane</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Jane.Murray@northampton.ac.uk</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Years+Education%22">International Journal of Early Years Education</searchLink>. Jun2026, Vol. 34 Issue 2, p139-148. 10p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Writing+readiness%22">Writing readiness</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194058445
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/09669760.2026.2672704
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 139
    Subjects:
      – SubjectFull: Writing readiness
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: Emergent literacy
        Type: general
      – SubjectFull: Writing education
        Type: general
      – SubjectFull: Literacy
        Type: general
    Titles:
      – TitleFull: Young children as writers: foundations for the whole view of writing.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Murray, Jane
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 09669760
          Numbering:
            – Type: volume
              Value: 34
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: International Journal of Early Years Education
              Type: main
ResultId 1