Abstract:
This study examines the approaches and strategies used by primary teachers to support writing at the new entrant level, and considers how effective these are in scaffolding the learning of children. The study uses a qualitative approach to investigate the writing programmes of five new entrant teachers working in different primary schools in a large city in New Zealand. Data was collected through semi-structured interviews, non-participant observations and documents in order to find out what approaches and strategies were used by teachers. A sociocultural framework was used to explore children's individual and multiple pathways for learning. Further it investigated social and cultural influences, and the construction of knowledge in authentic settings through social interactions and within shared activities, where more knowledgeable others support children's literacy learning. The findings of this research indicate that the teachers used numerous effective approaches and strategies in scaffolding the learning of children. The need for continued support and development, particularly in relation to the provision of continuity between home, early childhood centres and school writing programmes was identified. Further areas for development relate to refining some aspects of the approaches and strategies used at this early level of learning.
