Conceptualizations of writing in early years curricula and standards documents: international perspectives

Abstract

Abstract In this article, researchers in the field of early writing identify underlying beliefs and values about writing and learning to write for the beginning years of formal schooling in four jurisdictions: the American state of Connecticut, New Zealand, the Canadian province of Ontario, and Sweden, as reflected in the respective curricula and standards documents that guide instruction. Using Ivanič’s Discourses of Writing and Learning to Write to guide our text analysis, we found that curriculum developers have primarily been influenced by views of writing as a set of skills, processes, and genres. We found few references to the sociopolitical discourse which indicates a view among curriculum developers that sociopolitical literacy is not suitable for this age group. We argue, with support in previous research, that young children's writing does not have to be politically neutral and that it can be developed under age‐appropriate circumstances. Implications for policy and curriculum development include a need for greater consideration of the complexities of writing shown in research conducted across five decades. We propose a change to the model for early years, recognising that young children's socio‐political understandings lie within their home and school lives, rather than the broader community.

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