Teaching of Spanish writing in kindergarten classroom: a literature review

Abstract

Traditionally, teachers of Early Childhood Education have developed a wide variety of practices for students to learn to write. However, there are hardly any studies that provide empirical data that determine the most researched writing teaching methodologies in our country. The present study aims to carry out a systematic review on the teaching of writing in Early Childhood Education in Spain. To do this, searches have been carried out in various sources of studies published between January 2014 and October 2021, analysing in depth a total of 50 scientific works. The results show that in the time frame in which the review was carried out, a downward trend is observed in the number of studies that deal with the teaching of Spanish writing in Kindergarten. There is also a wide variety of practices and the predominance of those related to the collaborative approach over direct teacher instruction. It concludes by pointing out the importance of teacher training for the benefit of the efficacy of teaching practices used to promote the acquisition of writing.