ABSTRACT
Quality early childhood education recognises every child as a unique individual, full of potential and primed to learn from birth. This chapter explores what this means for Early Years practitioners when they help each unique young child to discover and engages with the world of writing. It explains how project practitioners observed and listened to children as they played and shows that how they used their observations of children's distinct learning styles and passions to motivate them to write. The chapter also shows that scribing children's stories or ideas for writing in their play can enable them to express a writer's voice before they have the transcriptional skills to record their voice themselves. The writing projects helped practitioners to understand and tackle potential blocks to their boys' learning and to move 'from adult planning to a child's imperative and motivation to write'.
