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'He's an Author Like Us': Cultivating Agency and Writing Identities in Early Childhood Classrooms

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Title: 'He's an Author Like Us': Cultivating Agency and Writing Identities in Early Childhood Classrooms
Language: English
Authors: Erica Holyoke (ORCID 0000-0002-7974-4939), Susan Tily
Source: Journal of Early Childhood Literacy. 2026 26(3):847-870.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Grade 1
Descriptors: Early Childhood Education, Writing Instruction, Teaching Methods, Young Children, Writing (Composition), Writing Processes, Writing Skills, Self Concept, Authors, Skill Development, Communities of Practice, Kindergarten, Grade 1, Minority Group Students, Emergent Literacy, Beginning Writing, Peer Relationship, Decision Making, Transformative Learning, Cooperative Learning, Collaborative Writing
DOI: 10.1177/14687984261428294
ISSN: 1468-7984
1741-2919
Abstract: This study advocates for writing instruction that recognizes young children as authors in their composing practices while simultaneously building, deepening, and honing their skills as writers, ranging from authors' craft and genre-based moves, aligning tone and message for intended audiences, to spelling and transcription. Drawing on theories of writing as praxis and Transformative Activist Stance, this study examines how two early childhood teachers fostered supportive writing communities where children made intentional authorial choices while developing essential writing skills. Findings demonstrate young children are capable of being leaders through writing and making complex decisions about their craft, audience, purpose, and genre, while engaging in collaborative, transformative practices in a writing community. This study has implications for reimagining early childhood writing instruction, emphasizing the need for authentic writing honoring children's voices and fostering individual and collective transformation.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1516660
Database: ERIC
FullText Text:
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  Data: 'He's an Author Like Us': Cultivating Agency and Writing Identities in Early Childhood Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Erica+Holyoke%22">Erica Holyoke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7974-4939">0000-0002-7974-4939</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susan+Tily%22">Susan Tily</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Literacy%22"><i>Journal of Early Childhood Literacy</i></searchLink>. 2026 26(3):847-870.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 24
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink>
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  Data: This study advocates for writing instruction that recognizes young children as authors in their composing practices while simultaneously building, deepening, and honing their skills as writers, ranging from authors' craft and genre-based moves, aligning tone and message for intended audiences, to spelling and transcription. Drawing on theories of writing as praxis and Transformative Activist Stance, this study examines how two early childhood teachers fostered supportive writing communities where children made intentional authorial choices while developing essential writing skills. Findings demonstrate young children are capable of being leaders through writing and making complex decisions about their craft, audience, purpose, and genre, while engaging in collaborative, transformative practices in a writing community. This study has implications for reimagining early childhood writing instruction, emphasizing the need for authentic writing honoring children's voices and fostering individual and collective transformation.
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  Data: 20260101
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  Data: EJ1516660
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        Value: 10.1177/14687984261428294
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      – Text: English
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        PageCount: 24
        StartPage: 847
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Writing (Composition)
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      – SubjectFull: Writing Processes
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      – SubjectFull: Writing Skills
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      – SubjectFull: Self Concept
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      – SubjectFull: Authors
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      – SubjectFull: Skill Development
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      – SubjectFull: Communities of Practice
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      – SubjectFull: Kindergarten
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      – SubjectFull: Grade 1
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Emergent Literacy
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      – SubjectFull: Beginning Writing
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Decision Making
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      – SubjectFull: Transformative Learning
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Collaborative Writing
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      – TitleFull: 'He's an Author Like Us': Cultivating Agency and Writing Identities in Early Childhood Classrooms
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            NameFull: Susan Tily
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              Type: published
              Y: 2026
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              Value: 1468-7984
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              Value: 1741-2919
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