“He’s an author like us”: Cultivating agency and writing identities in early childhood classrooms

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.