CHARLES BEAMS spoke of Approximated Spelling/no to DAN TRIPLETT on 10-06-
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CB>Responding to a message by Dan, to Charles on ...
CB> 
CB>DT>Approximated spelling is not gibberish.  It is a child's best
CB>DT>attempt to  spell using the decoding skill they have available.
CB>DT>Many documented  cases support this idea of approximated spelling
CB>DT>(though it is called  invented spelling but that is incorrect...it
CB>DT>is not invented it is  approximated and is temporary).
CB> 
CB>But what is the point in it?  Do you think the children are learning 
CB>how to write and read by marking nonsense on a piece of paper?
Charles...I am an early childhood teacher.  What activities do you think 
a kindergarten teacher and a first grade teacher should set up in the 
classroom?  Please describe to me what _you_ would do if you were a 
kindergarten teacher.
In answer to your question: "Do (I) think the children are learning how 
to write and read by marking nonsense (it's not nonsense) on a piece of 
paper?"  It doesn't matter what _I_ think if I am wrong.  But it does 
matter what the large majority of early childhood experts, 
writing/reading experts, and national and international organizations on 
early learning have to say regarding early writing.  I have stated all 
along that these were not merely my personal views, but that these views 
are supported by _leading_ experts.  
By they way, I think it's unfair to ask a question and include the word 
"nonsense" in it.  It unfairly colors the question.  You show your bias 
here and it indicates to me that you have a wall of resistance to 
anything I may have to say regarding early childhood writing.  I am 
beginning to wonder if you have given it a fair hearing.  If you would 
investigate without bias, you would probably have a different viewpoint.  
Also, if you were to actually teach kindergarten or first-grade you 
might have a different viewpoint as well.   
Disclaimer:  I am not saying that what is currently going on in every 
early childhood classroom in the name of whole language or approximated 
spelling is proper.  I fully agree that there are some classrooms where 
essential instructional strategies are not employed.  There are probably 
those who teach in a "whole language" classroom who do advocate no 
phonics.  These people hold an incorrect view of whole language and its 
philosophical footings.  What people practice is one thing.  What whole 
language is (or should be) is another matter altogether.  I am NOT 
arguing that teachers are practicing whole language properly in every 
school and every classroom.  I am only presenting to this echo what I 
know to be true of whole language -- the tenets of the faith so to 
speak.  
CB>I think we're bashing our heads together over this issue, Dan, and 
CB>neither of us is convincing the other.  I feel like I've made all of 
CB>my arguments before and you keep pointing to non-existant research 
CB>to support your arguments. 
This is totally unfair and a bit dishonest.  I have offered _many_ 
references to whole language theory, some of which you have not offered 
any comment.  Perhaps you should read the material for yourself?  
  
 You're going to spend your time having 
CB>children write things on paper (even though you told me they can't 
CB>hold a pencil to do worksheets) 
Why not try at least a little to understand early childhood education 
from an early childhood perspective.  You are looking at it all wrong.  
Children at this age do not have accurate pencil grips.  Some of course 
do while others use a fisted grip.  We do many fine motor activities in 
kindergarten to help develop fine motor skills.  Eventually the hand 
strengthens and children are able to hold pencils correctly.  One of the 
_many_ fine motor activities is to use a pencil in a variety of 
activities.
and which nobody can read two days 
CB>later, all in the interest of teaching kids to write their stories.  
CB>So be it.
This is incorrect as well.  It would be one thing if you really 
understood the what and the why of early childhood activities.  Then 
your comments would carry some weight.  But the reason we disagree so 
much is you have these preconceived notions about what early childhood 
educators are doing and many of your notions are incorrect.  We do not 
have children write on paper merely in the interest of teaching kids to 
write their stories.  There is so much more to the story.  Again I ask 
you, what would you have children at this age (5,6,7) do regarding 
writing?
Dan
--- GEcho 1.11+
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