By Liliana Tolchinsky (auth.), Liliana Tolchinsky (eds.)
Developmental views on Writing LILIANA TOLCHINSKY collage of Barcelona, Spain the appearance of the sixties is taken into account a very important second for the invention of writing as an item important of highbrow inquiry (Havelock, 1986). a couple of books, which got here out in that decade, set the degree for this turn-to-writing. one in all them used to be the Preface to Plato through Eric Havelock. This ebook, released in 1963, was once to turn into a milestone within the discovery of literacy as a box of analysis (Bockheimer, 1998). Havelock (1986) stated 3 extra works that got here out while, and Bockheimer recommended including different courses; for instance l. a. pensee sau vage through Levi Strauss (1962); the implications of literacy through Jack Goody and Ian Watt (1963) and l. a. geste et los angeles parole by means of Laroi -Gourham (1964/65). The authors of those books have been anthropologists, philosophers and sociologists who coincided in highlighting the importance of writing for human improvement and, extra particularly, for language improvement. They maintained that many insti tutions, rules, ideals, critiques and convictions of the Western global have been a by means of made of an 'alphabetized mind'. Writing was once for them one of many pillars of subjec tivity, liable for the increase of realization, for our notion of phrases and for our thought of precise and fake. Amazingly linguists, psycho linguists, psychologists and educators didn't perform the turn-to-writing. The firstl, didn't supply any atten- 1 there have been a few exceptions to this generalization.
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Additional info for Developmental Aspects in Learning to Write
5 yrs. 0 Scribbles Presence of strokes Presence of stroke-patterns Correct characters 11 1 2 1 3 4 3 7 9 Total 15 17 18 5 4 46 CHAN & NUNES Scribbles are characterized by a single slash, joined writing, irregular lines and patches of similar marks; they show little resemblance to written Chinese even if they are distinct from drawing in appearance (Figure 3). About 28% of the children who differentiated between drawing and writing used scribbles when writing their names. Children's productions were classified as use of strokes if they wrote strokes in isolation, not combined into more complex units.
E and B as writing more than 80% of the time but rejected a triangle. which is a letter-like design (it contains more than one stroke and only strokes which are actually used in Roman letters): only 7% of the 4-yearolds and no 5-year-old judged the triangle as writing. In contrast. 47% of the 3-yearolds accepted the triangle as writing. thus seeing it as more acceptable than the older children did (but still less acceptable than the single letters. for which the lowest level of acceptability was 73%).
The 3- and 4-year-olds used general similarity to Roman letters as a criterion for judging a display as writing but 5year-olds were more discriminating. For example. a sharp decrease in the acceptability of displays as examples of writing was observed only amongst 5-year-olds when the linear strings contained a series of single strokes [- I \ - -]. Such displays were considered as writing by approximately 70% of the 3-year-olds. 47% of the 4-yearolds and only 23% of the 5-year-olds. In contrast.
Developmental Aspects in Learning to Write by Liliana Tolchinsky (auth.), Liliana Tolchinsky (eds.)