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Message from Deputy Chancellor Dr. Kara H. Ahmed
Dear Early Childhood Education Community,
Writing in the earliest years of a child’s life serves as a critical foundational element of literacy development. The multiple writing opportunities early childhood educators offer to young children provide the necessary precursors to literacy in children’s later years. During my recent visits to programs and schools, it has been incredible to see children’s engagement in writing experiences during daily routines and choice time - each with its own purpose and meaning for children.
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In District 11, led by Superintendent Christine Vaughan, teaching teams at PS 97 are supported by Principal Kathleen Bornkamp to record children’s dictations, modeling letter and word formation, identifying letter sounds to spell words, and learning about the use of punctuation. Classroom walls were filled with art displays that included clearly written notes of what the child said about their own work – from short sentences to entire paragraphs! When teachers record children’s dictations, children learn that written language is a way to express their thoughts, ideas, feelings, and opinions. At Young Minds Daycare Center, led by Education Director Olunfunke Bolaji, teaching teams offer children the same learning experience, as teachers record children’s thoughts and responses about experiences related to study topics, exciting outdoor discoveries, and new information learned through reading books or through daily classroom routines!
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In District 14, led by Superintendent David Cintron, teaching teams at PS 147, supported by Principal Sandra Noyola, foster children’s phonological awareness through writing. In one instance, a child offered their response to a question connected to the current study. As the child wrote their name next to the response, the teacher invited the child to name each letter and asked the child the letter sounds of each individual letter. Together, they spelled the child’s name, wrote each letter, and identified different letter sounds!
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Offering daily writing experiences that are embedded in everyday routines benefits children by authentically supporting emergent writing skills. This was evident at Bedford Stuyvesant Early Child Development Center, led by Education Director Olwen Adams, where children arrive each day and “sign in” by writing their names. Throughout the day, teaching teams provide children with access to multiple writing materials, encouraging children to write independently and explore writing on their own! Accessible materials included letter stamps (which they joyfully “stamped” on their teacher’s hand), helping children connect letters to make up words.
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In District 17, led by Superintendent Shenean Lindsay, teaching teams at PS 241 have been supported by Principal Tamara Foy in providing children with many opportunities to explore writing, including at the sand table where children engaged in forming letters in the sand! So many children chose to write the letters of their names, with caring adults by their side talking to them about the letters they chose to create! Letter formation using materials other than conventional writing tools was also evident in District 1, led by Superintendent Carry Chan, where teaching teams at PS 184, under Principal Jeremy Kabinoff’s leadership, used connecting shapes to form letters. One could hear children name the letters they decided to make, all supporting children’s writing and ultimately their literacy development!
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For examples of these extraordinary practices and additional highlights of our colleagues featured in this issue, watch this video! | |
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Thank you for your leadership, always. Enjoy today and enjoy the work.
In Partnership,
Kara H. Ahmed, Ed.D.
Deputy Chancellor, Early Childhood Education
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