Sharing the pen: Interactive writing in the early years

The educational programme for literacy in the EYFS explains that ‘writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing)’.

This makes writing a challenging activity for young children. Children need:

• expressive language skills to plan a sentence before they write it

• physical skills for handwriting and knowledge of correct letter formation

• to know how to spell, including the strategy of segmenting (breaking down a word into its individual sounds, or phonemes, to write it. For example, separating "dog" into d-o-g).

Before children are taught handwriting and spelling in Reception, educators can usefully encourage their ‘emergent writing’. From around 2-years old, children begin to make marks, using both drawings and symbols to represent their ideas.  Interactive writing is an approach you might use to encourage this.

• Interactive writing begins with a back-and-forth conversation between the educator and child to build up a message (like a name, caption, narrative or shopping list)

• Next, the educator and child write the message together

• The educator may help the child to clarify, sequence and organise their thoughts, and may take on the role of recording the content

• As the child gains confidence and proficiency, they gradually take on a larger role in the process.

Practices to consider, whilst writing together, include: 

Thinking aloud: The educator says out loud what they are thinking, to model composition (including purpose, audience, and content).

Rehearsing: The educator and child rehearse what they intend to write, either verbally or physically (e.g. role-play) before writing.

Co-writing: Educator and child write together. The educator starts off ‘holding the pen’, gradually passing responsibility to the child.

Modelling: The educator verbally narrates the thoughts, physical actions and ideas involved in writing.

Commenting: The educator comments on the child’s writing to draw attention to particular features and help them work towards their goal.

Structuring: The adult supports the child to structure and sequence their writing e.g. by using a story map.

Memory prompts: The educator uses cues e.g. gestures, images or materials to help children recall the movements and knowledge needed for writing.

Extending and revising: The educator offers encouragement and feedback, suggesting how the child might extend or revise what they have written.

Reflecting: The adult and child reflect upon the quality of what they have written

Overall, we found only a small amount of evidence on interactive writing. The evidence is promising, but more research is needed to understand its potential impact better.

This approach can help children to develop their expressive language, encouraging them to think aloud and rehearse what they want to say. It can also motivate children to make marks, as part of their emergent writing, and support them to apply what they have learnt in phonics and handwriting instruction as they are becoming writers in Reception.   

However, interactive writing is unlikely to be an effective way of teaching spelling or letter formation. As the EEF’s guidance report Preparing for Literacy explains, both phonics and handwriting have to be taught systematically, with children needing extensive practice.   

Whilst interactive writing is a promising approach, educators should use their professional judgement, monitor impact carefully and continue to use well-evidenced approaches like phonics in Reception.

• Read our new entry about the Interactive Writing on the Early Years Evidence Store

• Visit the Communication theme to learn about Teaching and Modelling Language

• Visit the Physical Development theme to learn more about Teaching the Skills Needed for Mark-Making and Letter Formation

• Visit the Literacy theme to learn more about Teaching Mark-Making and Letter Formation

• Read the EEF’s Preparing for Literacy guidance report