Three-dimensional Intervention: Practical Strategies for Promoting Emergent Writing Competencies in Senior Kindergarten Children during Activity Centers

Abstract

Center time is an important pathway through which senior kindergarten children develop emergent writing competencies. Consequently, the practical implementation of strategies to facilitate emergent writing development within these activity settings is of considerable pedagogical significance. Researchers have observed that children generally show a lack of interest in emergent writing, have improper postures, and express themselves unclearly. Based on this, researchers conducted three rounds of action research, continuously optimizing strategies in a "plan-act & observe-reflect-adjust" cycle. After the research, the researchers concluded that action plans designed around the three dimensions of "writing attitude, motor skills, and written expression" can effectively enhance the emergent writing competencies of senior kindergarten children; and proposed the following educational suggestions: teachers should pay attention to the value and role of emergent writing in activity centers; provide leveled materials suitable for activity centers; offer scientific support for emergent writing during activities; and emphasize emergent writing  evaluation after activities.