Researchers from Edith Cowan University (ECU) and Murdoch University have found that when parents encourage fun, engaging and collaborative writing activities in the home, their positive influence has a direct impact on their child’s love of writing and writing skill.
Dr Anabela Malpique, a co-author of the paper and senior lecturer in literacy at ECU, says learning to write relies on instruction and practice and involves developing motor, cognitive, and motivational aspects.
For the past 20 years, she says, schools and parents have been focusing on cognition when discussing teaching writing skills, instead of also reinforcing and promoting environments in schools and in the home where writing is a pleasurable activity.
Lead author Dr Bronte Kelso-Marsh, from ECU’s School of Education, says previous studies have focused on literacy outcomes and children’s reading capability but she believes it’s just as an important life skill for children to learn how to write well.
“My research measures the link between parental motivations for supporting children’s writing at home and their collaborative engagement in writing activities with their child, against the quality of their child’s writing and attitude towards writing,” Kelso-Marsh shares.
“What we found is when parents enjoy getting involved in writing activities with their children, they have a positive impact on their child’s enjoyment of writing, and in turn, how well their child can write.”
Conversely, she says, when a parent or caregivers’ motivations are guilt-based or come from a negative place, they aren’t effective in building their child’s love for writing or writing quality.
“Parents should avoid being involved in their children’s writing due to their feelings of shame or ‘parent guilt’, or simply because they have to or should,” Kelso-Marsh says.
“Instead of treating it like a box ticking exercise, embed joyful writing activities in your family life.”
The academics say, based on their research, their advice to parents would be to have fun with the process.
“As a family, be engaged – that can help children’s writing outcomes. Find writing activities you enjoy doing together,” Kelso-Marsh says.
Focusing on games-based writing and activities instead of a chore-orientated approach, is key.
This could include, she suggests, playing restaurant and constructing menus, words games like scrabble, writing stories, shopping lists, birthday cards, Christmas cards, and sending letters to siblings.
“We need to foster positive attitudes towards writing, and in turn, this may help to encourage children’s writing to improve,” Kelso-Marsh says.
“Our message to parents is don’t underestimate the positive influence you are. You don’t have to be an expert. And it doesn’t have to feel like homework or be a high-level task.
“It’s important that parents, teachers, and schools work together as a community. Writing must be seen as a social activity, not a lonely boring one.”
Kelso-Marsh’s research is included in the Writing for All: Handwriting and keyboarding skills in the Early Years project funded by The Ian Potter Foundation.
