ABSTRACT
This chapter describes the drawing and writing journey as a form of spontaneous, simultaneous and non-linear development. Learning to write is a dynamic journey that is influenced "by normal variation in the pacing and sequence of learning". The different educational journeys that children experience also contribute to development in writing and include patterns of attendance, school relationships and instructional histories. Children come to school with different understandings and experiences, and will need different approaches in order for them to reach common, expected outcomes. Children learn about literacy depending on what is valued by their families and their communities. Effective support of a child's learning "depends on the teacher's potential to create opportunities to further children's development". There is an abundance of research evidence on the types of learning environments that are effective for all students. Learning to write is a complex task and children need belief in themselves, self-confidence and the motivation to persist.
