This article provides case data that illustrate the potential of the emergent writing/drawing context for supporting oral language, content knowledge, and reasoning in preschoolers. The adult-child talk surrounding the samples provided are discussed in relation to the child’s prior experiences and knowledge, and circumstances in the classroom that affect a teacher’s time allocation. A current trend in using preschool writing centers in U.S. classrooms to focus quite narrowly on supporting literacy skills development is discussed in light of oral language and content development needs. The benefits of thinking broadly about a drawing/writing/talking center to meet some of these oral language and content knowledge needs are explored. Some practical ideas for supporting this broader use of the writing center, and ideas for research on teacher-child talk in a drawing/writing/talking center context, are suggested.
Illustrative Samples Accounting for Variation in Adult-Child Talk Across The Samples “Writing” Center or “Drawing, Talking, Writing” Center? Research We Need
