PRESCHOOL ACTION RESEARCH 2021-2022

(ECLC)
IMPROVEMENT OF WRITING SKILLS FOR
PRESCHOOL LEVEL

Submitted to: Ma’am Samina Javed

Submitted by: Uzma Batool
APS (BOYS) SARFRAZ RAFIQUI ROAD
(GBHS)
 Acknowledgement

Acknowledgement!

I would like to give my warmest thanks to my Principal Brig. (Retd) Sir Saadat
Saeed Bhutta for his support throughout my research time period.

I would like to express my special thanks to my Section Head Ms. Rehana

Sarwar, for her time and efforts she provided for this research work.

Finally I would like to thank my colleagues, for letting me through the

difficulties which I faced during research.
 TABLE OF CONTENTS

Sr. No. Title Pages

1 Introduction 1

2 Literature Review 4

3 Methodologies 5

4 Data Analysis 8

5 Conclusion 9

6 References 10

Don’t print it. Extra page

INTRODUCTION
The acquisition of writing abilities is critical to a child's general

development throughout early years (3-6 years). Writing plays a crucial role

in a child's educational journey as it is a vital component of communication

and literacy. Writing proficiency acquired in the preschool years paves the

way for future academic success and lifelong learning.

Children who can write well are better able to communicate their

thoughts, ideas, and experiences. Children can express their feelings, offer

their individual perspectives, and share their awareness of the world through

writing. Children can explore and express their individuality, ideas, and

creativity using this potent self-expression tool. Writing well fosters

cognitive, social, and emotional development, supporting numerous facets of

a child's evolution. Writing proficiency aids in the cognitive, analytical,

problem-solving, and organizational skills. Children who write are able to

organize their thoughts, put them in a clear structure, and articulate those

objectives. Their cognitive abilities, such as attention, memory, and logical

reasoning, are improved by this procedure. Children who write develop

higher-order thinking abilities like analysis, synthesis, and assessment

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because they are taught to communicate complicated ideas and draw

connections between ideas

Emotionally, writing serves as a channel for self-reflection and self-

expression. It provides an avenue for children to express their emotions,

thoughts, and experiences safely and privately. Writing can be therapeutic,

allowing children to explore and process their feelings, thus promoting

emotional well-being.

Moreover, as children receive validation and support for their writing,

they develop a sense of self-confidence and self-efficacy.

Children’s cognitive and physical skills are quickly developing

throughout these formative years, making them open to learning and honing

writing skills. It is possible to use preschoolers’ innate curiosity and desire to

learn about their surroundings to introduce and develop writing abilities.

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RATIONALE OF THE RESEARCH

The overall purpose for conducting this action research is to study, identify and implement

common yet practical ways and strategies to improve “ Writing skills in Preschools

Students”

RESEARCH QUESTIONS

• How can various techniques advance EYS 2 writing abilities?

• How might these techniques be used in the classroom to help students at the EYS 2

level better grasp their pencils?

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LITERATURE REVIEW

Previous research has explored various strategies for promoting writing skills at the

preschool level. These strategies may include explicit instruction in letter

formation, letter-sound relationships, and phonological awareness. Other effective

approaches involve providing engaging writing activities, such as drawing and

labeling pictures, creating journals, and dictating stories. Additionally,

incorporating play-based and multimodal activities, using technology tools, and

fostering a supportive writing environment have been found to be effective

strategies.

Several existing studies used a child self-report approach to capture children’s

interest in literacy with the use of visual aids ( Diamond, 2012; Frijters et al.,

2000).

Pre-writing skills are the fundamental skills children need to develop before they

are able to write. These skills contribute to the child’s ability to hold and use a

pencil, and the ability to draw, write, copy, and colour. A major component of

prewriting skills are the pre-writing shapes. ( Diamond, 2012; Frijters et al., 2000).

Pre-writing skills are essential for child to be able to develop the ability to hold and

move a pencil fluently and therefore produce legible writing. When these skills are

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underdeveloped it can lead to frustration and resistance causing the child not being

able to produce legible writing or to ‘keep up’ in class due to fatigue. This can then

result in poor self esteem and academic performance. (Diamond; Frijters er al.,

2000)

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METHODOLOGY

DEMOGRAPHIC OF PARTICIPANTS

• Total number of students were 10

• Level of studies was EYS-2

• The age of each student was 4-5 years, on average

I used numerous methods and interventions that have shown improvement in my

students’ writing abilities. After practicing. It became clear that these tactics helped with

writing, tracing and other aspects of writing. During my investigation I found various

reasons for poor writing skills among students. Keeping these reasons in mind. I devised

and applied following strategies to improve the writing skills of my students.

The Following methodologies were implemented:

 Tracing on sand tray

Tracing on sand tray is a strategy used to support children with writing problems. The

child reinforces the muscular memory of number shapes. Their sensory strength were

utilized through touch and feel as they traced the object. Each child has his or her own

sand tray and chooses miniatures from the same collection. The teacher told each child to

trace number 23 on sand tray as shown in annex # 1

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METHODOLOGY

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  Writing on slates

Writing on slate is a wonderful way to encourage and develop pre-writing skills. Children

can practice proper number formation and develop their writing skills with this strategy.

This method for improving pencil grip has proven to be quite successful. The students

were given slates to write number 22 as shown in annex # 2

 Writing on wipeable mats

Students were provided access to wipeable mats for practicing their free handwriting.

This task helped them improve their writing skills. Each student was given their wipeable

mats and marker and they all wrote number 13 on it as shown in annex # 3

 Writing on shaving cream

Shaving cream is a relatively mess-free way to play with textures. It can also help

students develop fine motor skill and hand-eye coordination by picking up, moving and

drawing with their fingers in shaving cream. Their fine motor abilities were strengthened

as they crafted number out of shaving cream. Teacher had Squirted shaving cream on

table and instructed the students to write number 17 as shown in annex # 4.

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  Tracing on cutouts

Tracing on cutouts helps little ones refine their pre-writing skills, and builds the

foundation for drawing and writing numbers. Tracing is beneficial because it helps

build fine motor skills and pre-writing skills. The students were provided with cutouts

and they traced the shapes on that cutout as shown in annex # 5.

The final step was to develop their writing independence so they could write on their

own. They were now given writing strokes on the page to ensure proper formation.

Although they first worked on strokes, their formation eventually improved.

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DATA ANALYSIS

I worked on EYS 2 children’s letter formation and pencil grip. Students needed practice

to get better at coloring, as their pencil grip was also unsteady. They were unable to

take the initiative for independent writing at first. However via continues appreciation

and involvement in different activities students were able to write confidently.

(Ten students in total took part in my research, and seven of them have improved.

Out of the ten, seven students have started to write letters on their own, while the

three students still require to practice using the idea of sky, grass and root lines.)

Class Total Students Improved Improving

EYS 2 RED 10 7 3

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CONCLUSION

The Implementation of targeted strategies, effectively helped the students to overcome

their writing challenges and foster the enhancement of writing skills in young learners.

Each of the planned activities contributed significantly to the students’ skill

development. This study has identified key factors influencing writing skills in

preschoolers. Using these strategies, I was able to improve their pencil grip and letter

construction. Moreover, this research has explored a range of strategies and

interventions that have proven effective in improving writing skills. Children feel more

assured when they receive vocal praise and rewards like stars. The setting was quite

pleasant and improved their learning. They received individualized attention and

considerable time to practice and show improvement in the targeted skill.

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REFERENCES

 https://childdevelopment.com.au/areasofconcern/writing/writing-readiness-pre-

writing-skills/

(REFERENCE FOR INTRODUCTION)

 https://www.getlitt.co/blog/tips-to-develop-writing-skillsforpreschoolers/

(REFERENCE FOR METHODOLGY)

 Diamond, 2012; Frijters et al., 2000

(REFERENCE FOR LITERATURE REVIEW)

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LESSON PLAN