ABSTRACT
The simple task of writing a caption involves first having something to say, an idea, and then having the vocabulary and oral language to compose a grammatically correct utterance that can be orally rehearsed and identified as a suitable caption text in terms of audience and purpose. Posture is important to prevent muscle strain, and the height and arrangement of furniture and equipment affect the physical ability to write. The reality we want to share is that constant reflection is required and the cycles support practitioners in evaluating throughout and potentially changing direction, or starting a new cycle in light of their reflections, and children's needs. Memory plays a part too; the message must be retained and remembered in sequence and the progress of capturing that message, and checking on the progress, perhaps by re-reading, occurs. This long description provides a small insight into the complex cognitive and physical learning that each child requires to participate in a writing activity.
