Examining Preschool Educators' Beliefs about Authentic Early Writing Experiences
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| Title: | Examining Preschool Educators' Beliefs about Authentic Early Writing Experiences |
|---|---|
| Language: | English |
| Authors: | Isaak Papadopoulos (ORCID |
| Source: | Early Childhood Education Journal. 2025 53(6):1891-1903. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Preschool Teachers, Holistic Approach, Writing Instruction, Learning Experience, Authentic Learning, Preschool Education, Teacher Attitudes, Writing (Composition), Accuracy, Creative Writing, Communication Skills, Skill Development, Writing Skills |
| DOI: | 10.1007/s10643-025-01870-6 |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | This study explores the pivotal role of authentic writing experiences in early childhood education by examining preschool educators' beliefs. Utilizing a comprehensive questionnaire, data were gathered from a diverse group of preschool educators, revealing their perspectives on the significance of authentic writing. The research highlights the importance of self-expression, creativity, and communication in children's writing and drawing over accuracy and perfection. Key developmental indicators identified include communication skills, creativity, letter and shape recognition, and motor skills. Ultimately, this research emphasizes the importance of authentic written language in early education, advocating for educational practices and educator training that prioritize developmental milestones and holistic learning experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479540 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFdaWJJqQMSMB10VMqKsMBHAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDLWwE0ZhK3aaDmIH1QIBEICBm3LKMS3FZvvzLlUgURMM6fehxpJGtfuknQ-hTxN8YoGWcABUfdm1n0rOuccSf_k68Iye_ZtLBfmKa9Kh21Uoxr_elAg8cBFmRfnmOicO3LNme_ekBPw_Yrqv3v2QE4ewkE5Y7UvGf5WriyKKVvtkPkDXYpOl8p3bcCmC327SqMk6OMfkOL_JYI4Gbb645Jhmhr8YyyuUFH50660F Text: Availability: 1 Value: <anid>AN0187189992;5mx01aug.25;2025Aug11.03:06;v2.2.500</anid> <title id="AN0187189992-1">Examining Preschool Educators' Beliefs About Authentic Early Writing Experiences </title> <p>This study explores the pivotal role of authentic writing experiences in early childhood education by examining preschool educators' beliefs. Utilizing a comprehensive questionnaire, data were gathered from a diverse group of preschool educators, revealing their perspectives on the significance of authentic writing. The research highlights the importance of self-expression, creativity, and communication in children's writing and drawing over accuracy and perfection. Key developmental indicators identified include communication skills, creativity, letter and shape recognition, and motor skills. Ultimately, this research emphasizes the importance of authentic written language in early education, advocating for educational practices and educator training that prioritize developmental milestones and holistic learning experiences.</p> <p>Keywords: Early childhood; Authentic writing; Perspectives; Practices; Educators; Greek context; Education Specialist Studies In Education Psychology and Cognitive Sciences Psychology</p> <hd id="AN0187189992-2">Introduction</hd> <p>During the preschool years, children acquire significant foundational writing knowledge and skills (Campbell et al., [<reflink idref="bib16" id="ref1">16</reflink>]; Diamond et al., [<reflink idref="bib26" id="ref2">26</reflink>]; Puranik &amp; Lonigan, [<reflink idref="bib80" id="ref3">80</reflink>], [<reflink idref="bib81" id="ref4">81</reflink>]). This understanding has informed professional guidelines for environmental and instructional supports to foster early writing development in preschoolers (Gerde et al., [<reflink idref="bib40" id="ref5">40</reflink>]). Despite these guidelines, research reveals considerable variability in early childhood settings regarding the types of environmental writing materials and print resources available to children daily (Gerde et al., [<reflink idref="bib36" id="ref6">36</reflink>], [<reflink idref="bib41" id="ref7">41</reflink>]) and the nature and quality of early writing interactions (Bingham et al., [<reflink idref="bib13" id="ref8">13</reflink>]). For instance, teacher–child interactions aimed at enhancing writing skills are notably less frequent than other early literacy and language practices (Gerde et al., [<reflink idref="bib36" id="ref9">36</reflink>], [<reflink idref="bib41" id="ref10">41</reflink>]; Pelatti et al., [<reflink idref="bib77" id="ref11">77</reflink>]). However, studies show that both environmental and instructional opportunities significantly contribute to children's writing development throughout preschool and beyond (Gerde et al., [<reflink idref="bib36" id="ref12">36</reflink>], [<reflink idref="bib41" id="ref13">41</reflink>]).</p> <p>Authentic writing in the preschool setting encompasses the natural expression of language through both textual and graphical forms, including written endeavors by children in early developmental stages (Abdul Aziz &amp; Yusoff, [<reflink idref="bib1" id="ref14">1</reflink>]). Within this framework, authentic writing addresses both generic and context-specific aims. This integration of authentic writing with early childhood development, known as pedagogical authenticity, links preschool activities to real-world contexts that reflect children's lived experiences (Newman et al., [<reflink idref="bib71" id="ref15">71</reflink>]).</p> <p>Authentic writing is a foundational socio-cognitive skill for individuals in contemporary literate societies (Tafa, [<reflink idref="bib95" id="ref16">95</reflink>]). This importance is underscored by the pervasive use and exposure to various linguistic modalities across diverse demographics regardless of background or educational level (Barton, [<reflink idref="bib5" id="ref17">5</reflink>]). It is nearly impossible for an individual to go through a day without engaging in authentic writing (e.g., list making, texting, note writing) which is vital for organization and social bonding (Hall, [<reflink idref="bib45" id="ref18">45</reflink>]).</p> <p>Authentic writing in early childhood also contributes to children's sense-making processes (Rowe &amp; Wilson, [<reflink idref="bib86" id="ref19">86</reflink>]), enhancing comprehension (Puranik &amp; Lonigan, [<reflink idref="bib82" id="ref20">82</reflink>]), and their ability to communicate with others (Neuman &amp; Wright, [<reflink idref="bib70" id="ref21">70</reflink>]). Using writing for authentic purposes also yields beneficial outcomes, such as improved literacy skills (Graham &amp; Harris, [<reflink idref="bib43" id="ref22">43</reflink>], [<reflink idref="bib42" id="ref23">42</reflink>]), enhanced critical thinking (MacArthur et al., [<reflink idref="bib59" id="ref24">59</reflink>]), increased creativity (Malaguzzi, [<reflink idref="bib64" id="ref25">64</reflink>]), and a stronger sense of self-expression (Dyson, [<reflink idref="bib28" id="ref26">28</reflink>]). Thus, early writing activities serve as optimal methods to facilitate the transition from oral to written language, offering children the opportunity to explore the world through writing at their own pace and considering their individual needs (Griffith et al., [<reflink idref="bib44" id="ref27">44</reflink>]).</p> <p>Authentic writing prioritizes the child's intent to communicate ideas, emotions, and experiences over technical perfection, fostering creativity and self-expression in ways that traditional writing instruction often does not (Dyson, [<reflink idref="bib28" id="ref28">28</reflink>]; Gerde et al., [<reflink idref="bib37" id="ref29">37</reflink>], [<reflink idref="bib38" id="ref30">38</reflink>]). While conventional approaches might focus on ensuring accuracy in spelling, punctuation, and sentence structure from an early age, authentic writing allows children the freedom to express themselves without the pressure of adhering to strict formal standards (Tortorelli et al., [<reflink idref="bib98" id="ref31">98</reflink>]). Additionally, authentic writing tasks are grounded in real-world relevance, involving activities that children find meaningful, such as writing grocery lists, creating signs, or labeling drawings. In contrast, traditional writing instruction may require children to copy letters or words in isolation, tasks which can feel disconnected from their daily experiences and, as a result, less engaging (Puranik &amp; Lonigan, [<reflink idref="bib80" id="ref32">80</reflink>], [<reflink idref="bib81" id="ref33">81</reflink>]; Teng, [<reflink idref="bib96" id="ref34">96</reflink>]). Authentic writing is also more developmentally appropriate, encouraging children to use their own words, drawings, and symbols, with the understanding that their writing will evolve naturally over time (Graham &amp; Harris, [<reflink idref="bib43" id="ref35">43</reflink>], [<reflink idref="bib42" id="ref36">42</reflink>]; Mackenzie, [<reflink idref="bib60" id="ref37">60</reflink>]). Traditional instruction, however, might expect children to produce more standardized and correct forms of writing too early, potentially leading to frustration or disengagement (Cabell et al., [<reflink idref="bib14" id="ref38">14</reflink>]). By defining and distinguishing authentic writing in these ways, this study emphasizes the importance of promoting self-expression and engagement in early writing activities, aligning with a broader pedagogical shift toward child-centered, experiential learning practices that prioritize the holistic development of young children in early childhood education (Gerde et al., [<reflink idref="bib36" id="ref39">36</reflink>], [<reflink idref="bib41" id="ref40">41</reflink>]).</p> <p>In the Greek educational system, early writing instruction has traditionally followed a teacher-directed approach, with a focus on formal literacy skills such as handwriting, letter recognition, and basic spelling (Tafa, [<reflink idref="bib95" id="ref41">95</reflink>]). This perspective has shifted over the past decade, influenced by international pedagogical movements emphasizing child-centered learning, creativity, and socio-emotional development in early literacy education (Berninger, [<reflink idref="bib8" id="ref42">8</reflink>]; Berninger, [<reflink idref="bib9" id="ref43">9</reflink>]; Berninger &amp; Chanquoy, [<reflink idref="bib10" id="ref44">10</reflink>]), European Commission, [<reflink idref="bib30" id="ref45">30</reflink>]). Greek educators are increasingly adopting methods that encourage young children to engage in writing as a form of self-expression, integrating authentic writing tasks into everyday classroom activities.</p> <p>The Ministry of Education in Greece has advocated for integrating more play-based and exploratory learning methods in early childhood classrooms (Paleologos, [<reflink idref="bib75" id="ref46">75</reflink>]). These initiatives are grounded in research that supports the idea that early writing, when introduced in a less rigid and more engaging manner, can significantly enhance children's literacy skills while also fostering a love of language (Gerde et al., [<reflink idref="bib37" id="ref47">37</reflink>], [<reflink idref="bib38" id="ref48">38</reflink>]; Lone &amp; Kour, [<reflink idref="bib58" id="ref49">58</reflink>]). Moreover, recent studies suggest that Greek preschool educators are gradually moving towards adopting practices that prioritize communicative intent and creativity in writing, rather than focusing solely on writing accuracy (Pappas et al., [<reflink idref="bib76" id="ref50">76</reflink>]). This shift aligns with broader European trends that view literacy as a social practice, one that is shaped by interaction, culture, and personal experience (Llorent García &amp; González Gómez, [<reflink idref="bib56" id="ref51">56</reflink>], [<reflink idref="bib57" id="ref52">57</reflink>]; Polat et al., [<reflink idref="bib79" id="ref53">79</reflink>]; Segundo-Marcos et al., [<reflink idref="bib91" id="ref54">91</reflink>]).</p> <p>Despite these advances, challenges remain in the Greek context, particularly concerning teacher training and resources. Research indicates that many Greek preschool educators still rely heavily on traditional approaches due to limited exposure to modern, research-based writing pedagogies during their preservice training (Zacharos &amp; Mavrikis, [<reflink idref="bib105" id="ref55">105</reflink>]). Additionally, the implementation of play-based writing activities is often hindered by large class sizes, rigid curricula, and insufficient instructional materials, which makes it difficult for teachers to fully embrace the shift toward more progressive literacy practices (Paleologos, [<reflink idref="bib75" id="ref56">75</reflink>]).</p> <p>Preschool is often a young child's first formal educational experience, acting as a fundamental stage for developing early learning habits, attitudes, and abilities. The approach to writing at this time may have a considerable impact on children's sense of learning and self-expression. Educators may help students develop a good, long-term connection with literacy by including real writing experiences that prioritize creativity and communication above technical precision.</p> <hd id="AN0187189992-3">Early Literacy Beliefs and Practices</hd> <p>Although few studies focus specifically on preschool educators' beliefs about early writing, research on early childhood literacy beliefs often includes writing. Teacher beliefs, conceptualized and measured in various ways, reflect ideas valued by individuals and perceived as true (Bingham et al., [<reflink idref="bib11" id="ref57">11</reflink>]; Bingham &amp; Kenyon-Hall, [<reflink idref="bib12" id="ref58">12</reflink>]; Evans et al., [<reflink idref="bib31" id="ref59">31</reflink>]). Educators' views on early literacy development and the effectiveness of various instructional strategies are significant factors in teaching practices (Charlesworth et al., [<reflink idref="bib18" id="ref60">18</reflink>]; File &amp; Gullo, [<reflink idref="bib34" id="ref61">34</reflink>]; Hindman &amp; Wasik, [<reflink idref="bib49" id="ref62">49</reflink>]). Teacher knowledge plays a crucial role in linking these beliefs to actual instructional methods (Hindman &amp; Wasik, [<reflink idref="bib49" id="ref63">49</reflink>]; Schachter et al., [<reflink idref="bib88" id="ref64">88</reflink>]). Therefore, understanding educators' literacy beliefs is essential, as these beliefs shape their pedagogical decisions and the perceived value of different instructional strategies (Fenstermacher, [<reflink idref="bib33" id="ref65">33</reflink>]; Richardson et al., [<reflink idref="bib83" id="ref66">83</reflink>]).</p> <p>Investigating teachers' writing histories is vital, as their beliefs and attitudes can impact their future performance and student outcomes (Robinson &amp; Adkins, [<reflink idref="bib84" id="ref67">84</reflink>]). Fishbein and Ajzen's ([<reflink idref="bib35" id="ref68">35</reflink>]) theory of reasoned action illustrates a strong progression from beliefs to attitudes, attitudes to intentions, and intentions to actions. Given the clear link between beliefs, attitudes, and teacher behavior (Weinburgh, [<reflink idref="bib102" id="ref69">102</reflink>]), understanding the epistemological beliefs of preservice teachers can offer valuable insights for enhancing writing instruction (Ng et al., [<reflink idref="bib72" id="ref70">72</reflink>]). Early literacy attitudes of educators have been shown to influence both the time allotted for literacy teaching and the literacy activities that educators use in the classroom (Cunningham et al., [<reflink idref="bib24" id="ref71">24</reflink>], [<reflink idref="bib25" id="ref72">25</reflink>]; Scull et al., [<reflink idref="bib89" id="ref73">89</reflink>]; Stipek &amp; Byler, [<reflink idref="bib92" id="ref74">92</reflink>]). Whereas constructivist educators value contextual techniques, graphophonemic educators give phonics and letter sound exercises top priority (Evans et al., [<reflink idref="bib31" id="ref75">31</reflink>]). On the other hand, Campbell et al. ([<reflink idref="bib16" id="ref76">16</reflink>]) discovered that educators who support play-based literacy ideas encourage play-based literacy interactions with their students and reject commercially produced phonics curriculum.</p> <p>However, some studies find limited or negative associations between early childhood educators' beliefs and practices (Hamre et al., [<reflink idref="bib48" id="ref77">48</reflink>]; Sandvik et al., [<reflink idref="bib87" id="ref78">87</reflink>]; Schachter et al., [<reflink idref="bib88" id="ref79">88</reflink>]). For instance, Sandvik et al. ([<reflink idref="bib87" id="ref80">87</reflink>]) noted that although Norwegian educators' literacy beliefs aligned with research, their self-reported practices did not reflect these beliefs. In particular, although Norwegian preschool educators believed in the importance of engaging children in activities that promote early literacy skills, their actual classroom practices did not always reflect these beliefs. For example, they valued activities that enhance phonological awareness (such as rhyming games and sound identification), but these activities were not regularly carried out in their daily routines. This gap indicates that while the educators understood the importance of certain literacy practices, they faced challenges in consistently implementing these practices in their classrooms. Other studies highlight discrepancies between self-reported beliefs and observed practices, suggesting that survey-based measures may be influenced by social desirability (McMullen et al., [<reflink idref="bib68" id="ref81">68</reflink>]; Schachter et al., [<reflink idref="bib88" id="ref82">88</reflink>]). In fact, educators often reported valuing child-centered, developmentally appropriate practices such as play-based activities and interaction storytelling (El-Dosuky, [<reflink idref="bib29" id="ref83">29</reflink>]). However, observations of their classrooms revealed a tendency to rely more heavily on teacher-directed activities that were not always aligned with their reported beliefs. This discrepancy suggests that while educators may endorse certain educational philosophies in surveys, their actual practices may be influenced by contextual factors, such as classroom management challenges or institutional expectations (Fajri, [<reflink idref="bib32" id="ref84">32</reflink>]; Hall &amp; Grisham-Brown, [<reflink idref="bib46" id="ref85">46</reflink>]). Meanwhile, despite expressing the belief that children should be engaged in rich literacy experiences, teachers were frequently observed using more rote and less interactive literacy instruction methods (Schachter et al., [<reflink idref="bib88" id="ref86">88</reflink>]). This finding points to a potential influence of social desirability on survey responses, where teachers may report what they believe is expected or ideal rather than their actual practices. Additionally, some preschool classrooms offer low-quality literacy interactions, which may affect the association between beliefs and practices (Justice et al., [<reflink idref="bib51" id="ref87">51</reflink>]; Schachter et al., [<reflink idref="bib88" id="ref88">88</reflink>]). To make it clearer, teachers often engaged in less interactive and less engaging literacy activities, such as rote memorization and worksheet-based tasks, rather than promoting rich, dialogic reading practices or interactive storytelling (Valentini et al., [<reflink idref="bib100" id="ref89">100</reflink>]). This low-quality interaction can negatively impact the development of literacy skills in young children, highlighting a critical area for improvement in early childhood education. Meanwhile, classrooms were frequently observed to have minimal teacher–child interactions that foster critical literacy skills. Literacy activities were often superficial, lacking in-depth engagement and interaction that are crucial for early literacy development. This discrepancy suggests that while teachers recognize the value of high-quality literacy practices, various factors might hinder their implementation in the classroom setting.</p> <hd id="AN0187189992-4">Early Writing Beliefs</hd> <p>Compared to early literacy beliefs, less is known about preschool educators' beliefs on writing, including their definitions of writing and beliefs about effective practices for young children's writing development. Early childhood educators receive limited preservice education focused on early writing pedagogy and come from diverse educational backgrounds (Maxwell et al., [<reflink idref="bib67" id="ref90">67</reflink>]; Whitebook et al., [<reflink idref="bib103" id="ref91">103</reflink>]; Zimmerman et al., [<reflink idref="bib108" id="ref92">108</reflink>]). Many educators rely on their own K-12 schooling experiences to inform their teaching of writing, which often emphasize handwriting and spelling over composing (Colby &amp; Stapleton, [<reflink idref="bib22" id="ref93">22</reflink>]; Bear et al., [<reflink idref="bib7" id="ref94">7</reflink>]; Adoniou, [<reflink idref="bib2" id="ref95">2</reflink>]; Mackenzie, [<reflink idref="bib60" id="ref96">60</reflink>]). Negative experiences with writing as students may contribute to limited writing opportunities and a narrow focus on specific skills in their classrooms (Bingham et al., [<reflink idref="bib13" id="ref97">13</reflink>]; Pelatti et al., [<reflink idref="bib77" id="ref98">77</reflink>]; Zhang et al., [<reflink idref="bib106" id="ref99">106</reflink>]).</p> <p>Some educators believe certain writing experiences are developmentally inappropriate for young children or that writing instruction is unnecessary unless children show interest, endorsing a "readiness perspective" (Gerde et al., [<reflink idref="bib37" id="ref100">37</reflink>], [<reflink idref="bib38" id="ref101">38</reflink>]). Others recognize young children's interest in writing and identify them as writers early on (Hall et al., [<reflink idref="bib47" id="ref102">47</reflink>]; Magnusson et al., [<reflink idref="bib63" id="ref103">63</reflink>]). For example, Hall et al. ([<reflink idref="bib47" id="ref104">47</reflink>]) found that early educators had more positive beliefs about preschoolers' writing abilities than parents, demonstrating an understanding of writing development not typical of other adults. Survey research, such as the Preschool Teacher Literacy Belief Questionnaire (TBQ; Seefeldt, [<reflink idref="bib90" id="ref105">90</reflink>]), also shows that preschool educators vary in their beliefs about writing development and instruction (Hindman &amp; Wasik, [<reflink idref="bib49" id="ref106">49</reflink>]; Schachter et al., [<reflink idref="bib88" id="ref107">88</reflink>]). In addition, Gerde et al., ([<reflink idref="bib37" id="ref108">37</reflink>], [<reflink idref="bib38" id="ref109">38</reflink>]) identified three primary beliefs among educators regarding young children's writing: affirmative (believing children enjoy writing), conditional (believing enjoyment depends on the child's characteristics), and belief in creating engaging writing experiences.</p> <hd id="AN0187189992-5">Method</hd> <p></p> <hd id="AN0187189992-6">Research Aim/Purpose</hd> <p>This study aims to explore preschool educators' beliefs about authentic writing and their pedagogical approaches to foster authentic writing experiences in early childhood education. Specifically, the study examines educators' prioritization between self-expression, creativity, and communication versus accuracy and perfection in children's writing. Additionally, it seeks to understand the strategies and approaches educators employ to support and encourage authentic writing practices in the classroom. By examining these beliefs, the study aims to provide insights into educators' perspectives on authentic writing and their impact on child development, informing effective early childhood education strategies.</p> <hd id="AN0187189992-7">Participants</hd> <p>Well defined criteria guided the process of recruiting participants with the goal of identifying a diverse group of preschool educators from various Greek educational settings. Educators with at least one year of experience and those who were already employed in licensed preschools were eligible. A representative sample was sought to be ensured by including individuals with a variety of educational and professional experiences, living in both urban and rural areas. By this approach, the study findings were meant to be more broadly applicable. To examine the diversity and representativeness of the sample, the demographic data of the participants—age, gender, and educational background—was carefully recorded. A strong data set for analysis and considerable interest were shown by the 75% response rate of the widely distributed surveys. This component of the research highlights our commitment to moral research guidelines and rigorous methodology in participant selection.</p> <p>Once participants consented to complete the survey, they were asked to answer demographic questions. Thirty-six percent of the population was between the ages of 20 and 30, 14% between 31 and 40, 22% between 41 and 50, and the remaining proportion between 51 and 60. Of the sample, 88% are women, 10% are men, and 2% would rather not reveal their gender. Also, 71.4% of the participants have finished their university education, 24.5% have also finished a relevant postgraduate degree, and the remaining proportion has earned or is working toward a doctorate. Finally, with reference to years of experience, 39.6% of the participants have 1 to 5 years of experience, 22.9% have above 20 years, 18.8% have 16–20 years of experience, 10.4% have 6–10 years of experience, and the remaining 8.3% of the sample has experience ranging from 11 to 15 years.</p> <hd id="AN0187189992-8">Data Collection</hd> <p></p> <hd id="AN0187189992-9">Participant Recruitment and Questionnaire Distribution</hd> <p>Participants in this study were recruited through a collaborative process with the Prefecture Senior School Advisors, who organize professional development meetings for preschool educators each school semester. These advisors played a key role in informing potential participants about the study and distributing the online questionnaire.</p> <p>The recruitment process began with the School Advisors sharing details about the study during their regularly scheduled professional development meetings. These sessions provided an ideal setting to reach a broad audience of educators, as these meetings are well-attended and form a critical part of the ongoing professional development for teachers in the region.</p> <p>The questionnaire was distributed online after teachers were given a clear description of the study's objectives, the voluntary nature of participation, and assurances of confidentiality. Each participant received a link to the questionnaire via email, which was provided directly by the Senior School Advisors. No third-party marketing firms were involved in collecting teacher contact information. Instead, the email addresses were either already accessible to the advisors as part of their professional relationship with the teachers or were obtained directly from the participants with their consent. While the complete questionnaire is not included in this manuscript, detailed descriptions of its thematic structure, question types, and focus areas have been provided to ensure transparency. Readers interested in the full instrument can request access directly from the authors for further review.</p> <p>The study achieved an impressive 75% response rate, which can be attributed to several factors. First, the School Advisors' involvement helped establish trust between the researchers and the participants, as these advisors are recognized and respected figures within the local educational community. Their endorsement of the study likely encouraged teachers to participate. Additionally, no financial or material incentives were offered to participants, but the nature of the professional development meetings, combined with the academic focus of the study, made the research relevant and interesting to the participants' professional lives. Teachers were also informed that the study's findings could help improve teaching practices and professional development programs in early writing education, which likely further motivated their participation.</p> <hd id="AN0187189992-10">Protection of Participants' Identities</hd> <p>Protecting the identity of participants was a top priority throughout the study. To ensure confidentiality, all responses were anonymized. Although email addresses were used to distribute the survey, the questionnaires themselves did not collect any personally identifiable information. The data was stored securely, and any identifying information that could be linked to specific participants was removed before analysis. Additionally, only the research team had access to the raw data, which was stored on encrypted devices. Participants were informed of these measures through the informed consent process, where they were assured that their responses would remain confidential and used solely for research purposes.</p> <hd id="AN0187189992-11">Instrument</hd> <p>The questionnaire focused on participants' beliefs about the importance of authentic written language for communication and self-expression. Questions were also included to examine participants' use of authentic written language in the classroom, focusing on how they supported and encouraged these processes. Finally, the questionnaire assessed teachers' beliefs about children's growth and development in writing and drawing.</p> <hd id="AN0187189992-12">Questionnaire Design and Structure</hd> <p>The questionnaire utilized in this study consisted of close-ended questions aimed at gathering detailed insights into preschool educators' beliefs and practices regarding authentic writing in early childhood education. The instrument was divided into several thematic areas, each focusing on a different aspect of early writing instruction. In total, the questionnaire comprised 20 questions, all of which were designed to elicit responses through multiple-choice options and Likert-scale ratings.</p> <hd id="AN0187189992-13">Types of Questions</hd> <p>Multiple-Choice Questions were used to explore categorical data, such as: Participants' prioritization between self-expression and accuracy in children's writing; Frequency of encouraging children's name-writing practices in the classroom and Preferred pedagogical approaches for fostering creativity and autonomy in early writing activities.</p> <p>Likert-Scale Questions were the majority of the questionnaire to assess the degree of agreement or frequency regarding specific statements. Educators rated their responses on a scale typically ranging from 1 (Strongly Disagree) to 5 (Strongly Agree), or 1 (Never) to 5 (Always). These questions allowed for nuanced analysis of educators' beliefs about the role of creativity and communication in children's writing, the balance between accuracy and the enjoyment of writing tasks and the importance of fostering autonomy in early writing experiences.</p> <hd id="AN0187189992-14">Data Analysis</hd> <p>The questionnaire data was carefully reviewed using descriptive statistical methods to assess the distribution and frequency of responses. This analytical approach was used to quantitatively depict the authentic writing beliefs and practices of preschool educators. The results were presented systematically in the form of descriptive graphs, providing a comprehensive overview of response patterns.</p> <hd id="AN0187189992-15">Findings</hd> <p>This section describes the beliefs and pedagogical approaches related to authentic writing described by the preschool educators who participated in this study. These findings are useful in understanding the present state of authentic writing in preschool settings, as well as laying the groundwork for discussions on its significance for child development and learning.</p> <hd id="AN0187189992-16">Beliefs about the Role and Significance of Authentic Writing</hd> <p></p> <hd id="AN0187189992-17">Self-expression vs Perfection</hd> <p>When asked about their thoughts on authentic writing, 36% of educators prioritize self-expression over perfection. This is a potent confirmation of the premise that letting children write freely to express their thoughts and emotions is more beneficial than focusing just on the outcome. Another 20% of respondents recognized the importance of self-expression but also noted that organization and presentation of the work should have equal weight. This group of educators implies a balanced approach to actual writing by stressing the need of a structured and coherent presentation while acknowledging the need of self-expression. Additionally, 4% of participants think that efforts to make the result seem flawless should be balanced with self-expression. This minority point of view stresses that both self-expression and the final product quality need to be considered at the same time in order to produce authentic writing. Interestingly, none of the respondents thought that children's writing should adhere strictly to conventional standards of correctness. This consensus demonstrates that educators place greater importance on fostering authentic self-expression rather than prioritizing formal writing accuracy.</p> <hd id="AN0187189992-18">Spelling vs Ideas</hd> <p>When asked about how children should write and paint to communicate their ideas and feelings, respondents indicate a high preference for loose spelling and organizational accuracy. Forty-four percent of the participants said that the presentation of ideas should come before exact arrangement or spelling in real writing. According to this point of view, students' communication skills should come before strict grammatical rules. Additionally, 24% of the educators surveyed believed that perfect spelling should not be a must for writing, even if the expression of ideas is. Although not totally ignoring orthographic accuracy, this group seems to support an educational approach that puts idea development ahead of the latter. Twelve percent of respondents said that authentic writing may tolerate "imperfection" in spelling and little errors. This point of view suggests that a little amount of language errors is accepted as an essential part of the writing learning process. Comparably, 10% of respondents said that real writing permits minor errors in spelling and structure, supporting the notion that less formal writing activities should promote more freedom of expression. By contrast, 6% of educators demanded a compromise, saying that although spelling and accuracy may be a little loose, some criteria must be met.</p> <hd id="AN0187189992-19">Accuracy vs Engagement</hd> <p>When educators were asked to consider the balance between formal writing accuracy and fostering engagement through writing activities, the overwhelming majority emphasized the importance of creating engaging, enjoyable experiences for children. Eighty-four percent of participants highlighted that fostering children's enjoyment and motivation in writing and drawing is essential for promoting long-term literacy development. By comparison, only 16% of the participants agreed that accuracy and engagement should be combined, and none of them emphasized the need of precision in these activities. This distribution implies that most educators believe that the most important components of writing and drawing are creativity and engagement. Their value of accuracy is much reduced. The results show, all things considered, that educators strongly prefer to emphasize creativity and engagement in children's writing and drawing assignments. This belief fits with modern educational theories that stress the need of providing enjoyable and engaging learning opportunities to spark children's curiosity and creativity, with accuracy playing a supporting role in the process of growth.</p> <hd id="AN0187189992-20">Pedagogical Approaches to Foster Authentic Writing</hd> <p></p> <hd id="AN0187189992-21">Autonomous Approach to Writing</hd> <p>The findings of an examination of educators' viewpoints on the value of children utilizing their own words and pictures to communicate ideas and feelings throughout the writing or drawing process show a significant agreement on the importance of children's self-expression. Forty-four percent of the participants underlined the importance of children expressing themselves largely via their own words and imagery. This inclination reflects an educational focus on developing individual inventiveness and personal voice in children's utterances. Similarly, 44% of educators agreed that it is important for children to express their ideas and feelings only via their own words and imagery. This approach demonstrates a stronger commitment to ensuring that children's communication is authentically individualized and unaffected by external influences. None of the participants supported the options that proposed a less autonomous approach. There were no endorsements for the positions that children should strictly adhere to provided examples, that incorporating their own words and images is not a strict requirement, or that striking a balance between personal expression and the use of provided examples is only moderately important. This overwhelming rejection of these possibilities indicates a significant pedagogical emphasis on children's autonomy in educational activities such as writing and painting.</p> <hd id="AN0187189992-22">Knowledge Acquisition Through Writing</hd> <p>Delving into educators' opinions regarding the value of gaining new information and abilities via writing and drawing activities, 46% of respondents said that acquiring new information and skills is a top priority. This majority demonstrates educators' high priority on ensuring that students obtain good learning experiences by participating in writing and drawing activities. This shows that almost half of educators see these activities as important for educational growth. Furthermore, 36% of respondents felt that obtaining new information and skills is important. While not as explicit as the first group, this significant majority nevertheless demonstrates a strong commitment to integrate learning opportunities into writing and drawing activities. This, paired with the previous group, shows that 82% of educators value knowledge acquisition to varied degrees. Lastly, 18% of the sample regards the focus on obtaining new information and abilities via writing and drawing activities to be of moderate significance. This viewpoint represents a more balanced approach, in which educators acknowledge the importance of these activities but may not emphasize them as highly as other instructional aspects. Overall, the findings show that educators strongly agree on the necessity of incorporating new information and skill development into writing and drawing activities, with a sizable majority emphasizing this component to a high or moderate amount.</p> <hd id="AN0187189992-23">Interest in Children's Explanations of Work</hd> <p>According to the survey findings, educators are highly interested in understanding the value of children's explanations for their drawings. Approximately 6% indicated a strong interest in hearing children explain their drawings or words and the meanings they give them. This suggests that, considering it to be a crucial component of children's growth, most educators give great weight to comprehending the psychological and emotional contexts of their creative manifestations. Additionally, 34% of participants expressed great interest in this activity, underscoring the fact that many educators are very curious in finding out more about the mental processes and stories that children create around their work. Moreover, 4% noted they were very interested in the explanations given by the children. Though it is a smaller percentage, it shows how much educators are interested in learning about the meanings that children give their words and pictures. Fewer than two percent of respondents said they were somewhat interested in learning why children do what they do. This low figure reflects the overall strong desire of educators to concentrate on and value the stories and self-expressions of their students. All things considered, the data indicate that most educators place a great importance on hearing and understanding children explain their drawings, which emphasizes the need of this activity in fostering stronger bonds and understanding of children's cognitive and creative processes.</p> <hd id="AN0187189992-24">Name Writing Practices</hd> <p>Educators' viewpoints on children's early attempts to write their names provide a fascinating window into various educational theories on early literacy development. Survey results highlighted educators' recognition of these early writing attempts as important developmental milestones. Specifically, 23% of educators view a child's early writing efforts as pivotal, marking a crucial move from preliteracy skills to active interaction with written language. Another 23% believe that these early writing projects are the earliest indications of developing reading abilities, emphasizing the need of learning how to symbolically express language using markings on a paper, which is essential for future success in reading. Additionally, 22% of educators consider these activities essential for self-expression, enabling children to express their uniqueness and autonomy through writing, highlighting the socioemotional aspects of literacy in which writing is a means of communication and personal expression.</p> <p>In terms of opportunities for name writing, useful information on the regularity with which educators allow children to independently practice writing their names has emerged. Half of the sample said that they often give these chances. This implies that half of educators often encourage children to write their names, which helps them develop their writing abilities and self-expression. Furthermore, 32% of respondents said that this behavior is consistent. This demonstrates a strong commitment by nearly one-third of educators to provide children with frequent opportunities to write their names, emphasizing the importance of this activity in their teaching practices. 16% of the sample said that these possibilities are presented on occasion. This set of educators may provide name writing practice less regularly, including it into their curriculum at certain periods rather than on a regular basis. Notably, only 2% of the sample said that they never provide such chances for children. This low number implies that practically all educators see some benefit in offering chances for name writing, even if the frequency varies. Overall, the data show that educators recognize the value of offering children opportunity to practice writing their names, with the majority providing these opportunities often or regularly.</p> <hd id="AN0187189992-25">Assessment of Self-expression and Creativity</hd> <p>Concerning the extent to which children's self-expression and creativity can be evaluated in their writing and drawing activities, the results indicated a spectrum of beliefs among educators. A significant 48% of respondents believe that self-expression and creativity are highly evaluable elements. This suggests that nearly half of the educators feel confident in their ability to assess these aspects, viewing them as integral and measurable components of children's writing and drawing. Similarly, 36% of respondents opined that these elements are evaluable but require effort to assess. This indicates that a substantial portion of educators recognize the evaluability of self-expression and creativity, but also acknowledge the complexity and effort involved in accurately assessing these characteristics. A smaller segment, 10%, considered such evaluation to be challenging. This group highlights the difficulties and potential obstacles that educators might face when attempting to evaluate self-expression and creativity in children's work. An even smaller fraction, 6%, believed that these characteristics cannot be evaluated. This minority view reflects skepticism about the feasibility of objectively assessing such inherently subjective elements as self-expression and creativity. Overall, the findings reveal a predominantly positive outlook among educators regarding the evaluation of self-expression and creativity in children's writing and drawing activities, with a majority recognizing the evaluability of these elements, albeit with varying degrees of perceived difficulty.</p> <hd id="AN0187189992-26">Fostering a Sense of Accomplishment in Children</hd> <p>Continuing the investigation of the significance of children feeling successful in their writing and drawing endeavors, the responses provided valuable viewpoints on the advantages of instilling a feeling of accomplishment in children. Specifically, 36% of respondents said that a feeling of accomplishment boosts a positive attitude toward learning. This implies that a significant proportion of educators think that when children feel successful in their writing and drawing, they acquire a more positive attitude about the whole learning process, perhaps leading to greater engagement and passion. Furthermore, 28% of respondents feel that positive reinforcement increases children's self-esteem. This emphasizes the emphasis that educators focus on developing children's self-esteem via positive writing and drawing experiences, which may have long-term effects on their motivation to take on new difficulties and persevere in their attempts. Furthermore, 22% of respondents believe that a feeling of accomplishment motivates continuing work. This viewpoint contends that when children achieve success, they are more inclined to continue and even enhance their efforts in writing and drawing, promoting a circle of continuous development and devotion. Conversely, 12% of respondents believe that a feeling of achievement boosts internal drive. This suggests that some educators see successful experiences as an important part in establishing children's intrinsic drive, encouraging them to continue writing and drawing out of a real desire to succeed. Finally, just 2% of respondents feel that a sense of accomplishment promotes cognitive growth. While this is the least highlighted advantage, it demonstrates the view that effective writing and drawing activities may help to children's cognitive development, albeit to a smaller amount than the other elements. Overall, the findings highlight the many advantages that educators connect with instilling a feeling of accomplishment in children's writing and drawing activities. The focus on good attitudes, self-confidence, perseverance, and internal drive indicates a thorough grasp of how success in these areas may help with general growth and learning.</p> <hd id="AN0187189992-27">Discussion</hd> <p>The findings from this study provide valuable insights into preschool educators' beliefs and practices related to authentic writing. There is a strong emphasis placed by educators on communication and self-expression through writing and drawing. This is consistent with current understandings of early childhood education, which underscore the importance of creative activities in developing basic communication skills. Drawing is recognized as a mediation tool that allows children to verbalize complicated concepts about their surroundings and experiences (Kampeza &amp; Delserieys, [<reflink idref="bib52" id="ref110">52</reflink>]). In addition, this finding supports the importance of developing expressive talents in young children. Pinto et al. (2020) contend that involving children in sketching activities at home and school may considerably improve their capacity to organize and explain their ideas, hence improving their general cognitive development. The study's focus on self-expression and child-centered writing explorations raises critical considerations regarding how these views are implemented in the classroom (Chandler et al., [<reflink idref="bib17" id="ref111">17</reflink>]; Chaung et al., [<reflink idref="bib20" id="ref112">20</reflink>]). While many educators profess a desire to promote genuine writing, issues such as curricular limits, classroom management problems, and school rules may limit their capacity to regularly adopt these techniques. Understanding how much autonomy educators have in implementing these ideas is crucial, as it determines the extent to which these child-centered methods may be implemented in their everyday teaching practices.</p> <p>Another noteworthy finding is that the educators surveyed prioritize self-expression over precise spelling and organizational precision in children's writing. This aligns with findings from various studies (Alharthi, [<reflink idref="bib3" id="ref113">3</reflink>]; Areljung et al., [<reflink idref="bib4" id="ref114">4</reflink>]; Cameron et al., [<reflink idref="bib15" id="ref115">15</reflink>]; Kampeza &amp; Delserieys, [<reflink idref="bib52" id="ref116">52</reflink>]), which highlight that while accurate spelling and grammar are crucial, the main goal is to encourage children to freely express their thoughts. From this perspective, creating a fun and interesting learning environment should come before concentrating on specific results. This will not only promote language development but also a positive attitude toward writing. Furthermore, many educators feel that the articulation of ideas should take priority over precise spelling. Indeed, research suggest that allowing for "imperfections" in children's writing may improve their learning experience by lowering anxiety and encouraging more authentic engagement with writing tasks (Alharthi, [<reflink idref="bib3" id="ref117">3</reflink>]; Areljung et al., [<reflink idref="bib4" id="ref118">4</reflink>]; Coyne et al., [<reflink idref="bib23" id="ref119">23</reflink>]; Sukmana et al., [<reflink idref="bib93" id="ref120">93</reflink>]; Syriopoulou-Delli &amp; Polychronopoulou, [<reflink idref="bib94" id="ref121">94</reflink>]; Visvalingam et al., [<reflink idref="bib101" id="ref122">101</reflink>]).</p> <p>The survey results also show that educators consider early efforts at writing names to be a key developmental milestone. Research supports this viewpoint, linking early name writing experiences to later proficiency in reading and writing (Thomas et al., [<reflink idref="bib97" id="ref123">97</reflink>]). Encouraging children to write their names not only helps them learn the symbolic nature of written language but also foster a sense of identity and success (Hopkyns &amp; Elyas, [<reflink idref="bib50" id="ref124">50</reflink>]; Kilag et al., [<reflink idref="bib53" id="ref125">53</reflink>]; Leyva et al., [<reflink idref="bib55" id="ref126">55</reflink>]; Rohloff et al., [<reflink idref="bib85" id="ref127">85</reflink>]; Tortorelli et al., [<reflink idref="bib99" id="ref128">99</reflink>]). Additionally, fostering a sense of accomplishment through writing enhances children's self-esteem and motivation. Positive reinforcement in early literacy activities has been shown to boost children's self-esteem and eagerness to learn (Larimore, [<reflink idref="bib54" id="ref129">54</reflink>]). This finding is consistent with the study's discovery that a majority of educators consider enabling children to write their names, regardless of imperfections, is essential for developing self-confidence (Baharuddin et al., [<reflink idref="bib6" id="ref130">6</reflink>]; Chatzipanteli &amp; Adamakis, [<reflink idref="bib19" id="ref131">19</reflink>]; Chifzhi, [<reflink idref="bib21" id="ref132">21</reflink>]; Didar &amp; Zhumadilova, [<reflink idref="bib27" id="ref133">27</reflink>]; Maczulskij &amp; Viinikainen, [<reflink idref="bib61" id="ref134">61</reflink>]; Madondo &amp; Tsikira, [<reflink idref="bib62" id="ref135">62</reflink>]; Mampane, [<reflink idref="bib65" id="ref136">65</reflink>]; Mawila, [<reflink idref="bib66" id="ref137">66</reflink>]; Moyo et al., [<reflink idref="bib69" id="ref138">69</reflink>]; Noad, [<reflink idref="bib73" id="ref139">73</reflink>]; Ozorhon &amp; Ozorhon, [<reflink idref="bib74" id="ref140">74</reflink>]; Perets et al., [<reflink idref="bib78" id="ref141">78</reflink>]; Yogesh, [<reflink idref="bib104" id="ref142">104</reflink>]; Zięba-Kołodziej &amp; Oliinyk, [<reflink idref="bib107" id="ref143">107</reflink>]).</p> <hd id="AN0187189992-28">Limitations of the Study</hd> <p>While this study offers important contributions to the understanding of preschool educators' beliefs and practices, several limitations should be acknowledged. First, although the response rate was high, the sample was limited to educators from specific regions in Greece. As a result, the findings may not be fully generalizable to all preschool educators in the country or to those working in different educational systems outside of Greece.</p> <p>Additionally, the questionnaire used in this study relied on close-ended, Likert-scale questions. While this approach provided valuable quantitative data, it did not allow for the collection of in-depth qualitative responses that might have offered richer insights into the reasons behind educators' beliefs and practices. The inclusion of open-ended questions in future research could enhance the depth of the analysis. While the present research offered useful quantitative insights into preschool educators' beliefs and behaviors, it lacked direct observations or qualitative interviews to capture the real-world application of these ideas. This constraint may lead to a mismatch in comprehending the alignment or discord between educators' professed beliefs and their actual behaviors.</p> <p>Moreover, the study's reliance on self-reported data introduces potential biases, such as social desirability bias. Educators may have reported what they perceive as ideal practices rather than accurately reflecting the realities of their classroom instruction. Without observational data, it is difficult to verify whether these reported beliefs and practices align with actual classroom behaviors.</p> <p>Finally, it is important to note that the findings of this study are specific to the Greek educational system. As such, the results may not fully reflect the experiences or practices of educators in other cultural or educational contexts. Comparative studies conducted in different countries would provide a broader perspective on early writing instruction and the role of educators' beliefs.</p> <hd id="AN0187189992-29">International Relevance and Implications</hd> <p>Although this study focuses on preschool educators in Greece, its findings have broader implications for early childhood education globally. The results highlight that the methods in which educators frame writing in preschool—prioritizing self-expression and creativity—are particularly important given that preschool is often a child's first exposure with formal education. These early experiences may shape how children see their roles as learners and writers throughout their educational journey, emphasizing the importance of techniques that promote intrinsic motivation and delight in learning. The emphasis on authentic writing, creativity, and self-expression over strict accuracy in early writing instruction aligns with current international pedagogical movements that advocate for child-centered and play-based learning approaches. These approaches have been increasingly recognized as vital for fostering not only literacy development but also cognitive, social, and emotional growth in young children (Gerde et al., [<reflink idref="bib39" id="ref144">39</reflink>]).</p> <p>Across various educational contexts, there is a growing recognition of the importance of integrating writing tasks that allow children to explore language through both textual and graphical forms. This reflects a shift away from traditional, teacher-directed approaches focused primarily on handwriting and spelling, and toward more holistic methods that promote self-expression and communication. Countries around the world are exploring how to balance formal literacy instruction with activities that nurture creativity and a love for writing, a challenge that many educators face regardless of cultural context.</p> <p>The findings of this study provide insights that are relevant to educators in other nations who are similarly navigating the balance between developmental appropriateness and academic expectations in early writing instruction. In particular, the move toward fostering autonomy and self-expression in writing aligns with educational frameworks being adopted across Europe, North America, and other parts of the world. Additionally, the challenges identified in this study—such as the constraints posed by large class sizes, rigid curricula, and limited resources—are shared by many educators globally, making the study's recommendations for more flexible and creative teaching approaches universally applicable.</p> <p>Furthermore, this research underscores the importance of continuous professional development for educators, a need that transcends national borders. By enhancing teachers' understanding of authentic writing practices and providing them with the tools to implement these methods in their classrooms, the study contributes to the ongoing international dialogue on how to improve early literacy outcomes through innovative teaching practices.</p> <p>In summary, while the study is rooted in the Greek educational system, its findings and recommendations offer valuable insights for educators and policymakers worldwide. The international relevance of this research lies in its contribution to the growing body of knowledge on how to effectively support young children's literacy development through authentic, engaging, and developmentally appropriate writing practices.</p> <hd id="AN0187189992-30">Conclusion</hd> <p>This study has provided valuable insights into the beliefs and practices of preschool educators regarding authentic early writing experiences in Greece. The findings emphasize that most educators prioritize self-expression and creativity over accuracy and perfection in early writing activities, aligning with modern educational philosophies that advocate for child-centered and play-based learning approaches. By fostering environments where children are encouraged to explore language through writing and drawing, educators are supporting the holistic development of children's communication, cognitive, and socio-emotional skills.</p> <p>However, while the majority of educators recognize the value of authentic writing practices, challenges remain in terms of fully integrating these practices into daily classroom routines. Structural constraints such as large class sizes, rigid curricula, and limited resources continue to hinder the consistent application of child-centered approaches in many educational settings. Nonetheless, this study highlights the shifting landscape of early writing instruction in Greece, showing promising moves toward more progressive practices that prioritize children's agency, creativity, and authentic expression.</p> <p>Future research should continue to explore the impact of authentic writing practices on children's literacy development, particularly in diverse educational contexts. Longitudinal studies could provide deeper insights into how these early writing experiences influence later literacy outcomes and contribute to a more comprehensive understanding of the benefits of authentic writing in early childhood education.</p> <hd id="AN0187189992-31">Funding</hd> <p>Open access funding provided by HEAL-Link Greece.</p> <hd id="AN0187189992-32">Declarations</hd> <p></p> <hd id="AN0187189992-33">Conflict of interest</hd> <p>The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.</p> <hd id="AN0187189992-34">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0187189992-35"> <title> References </title> <blist> <bibl id="bib1" idref="ref14" type="bt">1</bibl> <bibtext> Abdul Aziz A, Yusoff ZS. 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| Header | DbId: eric DbLabel: ERIC An: EJ1479540 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Examining Preschool Educators' Beliefs about Authentic Early Writing Experiences – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Isaak+Papadopoulos%22">Isaak Papadopoulos</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5882-8586">0000-0002-5882-8586</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+H%2E+Hall%22">Anna H. Hall</searchLink><br /><searchLink fieldCode="AR" term="%22Denitsa+Sekoulla%22">Denitsa Sekoulla</searchLink><br /><searchLink fieldCode="AR" term="%22Qianyi+Gao%22">Qianyi Gao</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Early+Childhood+Education+Journal%22"><i>Early Childhood Education Journal</i></searchLink>. 2025 53(6):1891-1903. – Name: Avail Label: Availability Group: Avail Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 13 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Authentic+Learning%22">Authentic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Writing%22">Creative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1007/s10643-025-01870-6 – Name: ISSN Label: ISSN Group: ISSN Data: 1082-3301<br />1573-1707 – Name: Abstract Label: Abstract Group: Ab Data: This study explores the pivotal role of authentic writing experiences in early childhood education by examining preschool educators' beliefs. Utilizing a comprehensive questionnaire, data were gathered from a diverse group of preschool educators, revealing their perspectives on the significance of authentic writing. The research highlights the importance of self-expression, creativity, and communication in children's writing and drawing over accuracy and perfection. Key developmental indicators identified include communication skills, creativity, letter and shape recognition, and motor skills. Ultimately, this research emphasizes the importance of authentic written language in early education, advocating for educational practices and educator training that prioritize developmental milestones and holistic learning experiences. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1479540 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1479540 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-025-01870-6 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 1891 Subjects: – SubjectFull: Preschool Teachers Type: general – SubjectFull: Holistic Approach Type: general – SubjectFull: Writing Instruction Type: general – SubjectFull: Learning Experience Type: general – SubjectFull: Authentic Learning Type: general – SubjectFull: Preschool Education Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Writing (Composition) Type: general – SubjectFull: Accuracy Type: general – SubjectFull: Creative Writing Type: general – SubjectFull: Communication Skills Type: general – SubjectFull: Skill Development Type: general – SubjectFull: Writing Skills Type: general Titles: – TitleFull: Examining Preschool Educators' Beliefs about Authentic Early Writing Experiences Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Isaak Papadopoulos – PersonEntity: Name: NameFull: Anna H. Hall – PersonEntity: Name: NameFull: Denitsa Sekoulla – PersonEntity: Name: NameFull: Qianyi Gao IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1082-3301 – Type: issn-electronic Value: 1573-1707 Numbering: – Type: volume Value: 53 – Type: issue Value: 6 Titles: – TitleFull: Early Childhood Education Journal Type: main |
| ResultId | 1 |
