Emergent writing: young children solving the written language puzzle

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Abstract
The paper examines the progress of seven children, ranging in age from three to five years old, in the acquisition of written language. Evidence of emergent writing is provided by an analysis of the children's attempts to write four English nouns, with progress internalizing the principle of alphabetic writing the main focus of the analysis. Elements of the children's ability to distinguish between pictures and print in their own writing, and aspects of the children's reactions to the print experiences in their environment are discussed in relation to emergent writing. Recommendations for the inclusion of experiences which encourage experimentation with written language are provided.