ABSTRACT
Young children need teachers who are well-grounded in child and literacy development as well as sound pedagogical practice. They need teachers who continue to build on that knowledge through professional development, collegial interactions, and deep reflection. And, they need teachers who are allowed to use their expertise to teach diagnostically, differentially, and in developmentally appropriate ways. These teachers work as professionals; they’re not scripted technicians, mandated to follow every step and word of a program whether or not it fits the needs of children— whether or not it’s even theoretically sound. The writing shared in this text came from classrooms with such teachers—ones who crafted writing and literacy activities aligned with foundational perspectives on early literacy (Rowe, 2008). The children came from homes where parents responded to their learning explorations with sensitivity and soft teaching. The children in these environments were immersed in literate activities; their writing reflects it.
