Enhancing Preschool Children’s Attitudes Towards Emergent Writing Through Implementation of Writer’s Workshop and Interactive Writing in Katsina State, Nigeria

Abstract

This study investigates how Writer's Workshop and Interactive Writing can improve pre-schoolers’ perceptions of emergent writing in Katsina State. The study included two pre-schoolers who took part in a series of organised writing sessions because it recognized the importance of positive attitudes in early literacy development. To find out how the kids felt about writing at first, directed interviews were conducted before the intervention. After both teaching strategies which placed a strong emphasis on teamwork, creativity, and peer support were put into practice, follow-up interviews were carried out to see if their opinions had changed. Preschool teacher’s thematic analysis of interview transcripts was used in the data analysis, which showed notable changes in the children's opinions on writing. After the session, children reported feeling more confident, enjoying, and wanting to participate in writing assignments. The results highlight how well Writer's Workshop and Interactive Writing may create a nurturing atmosphere that improves pre-schoolers’ writing attitudes. This study highlights the significance of early writing experiences in influencing children's literacy journeys and offers insightful information for educators in Katsina State. There is also a discussion of practical applications in early childhood education and suggestions for additional research.