A new survey from Literacy First suggests that kids writing for kids can be an important way to keep writing creative.
The paper surveyed a group of parents of elementary and middle school children and found that the average age of first publication was 4.4, with one-fifth writing for a child younger than 8.
The majority of parents said they found writing for children helpful for their children’s development, as well as the time and effort it takes to write.
But it also found that writing for older children and teenagers can be a challenge for adults, with the average publication time for older kids reaching 8.9 years.
This survey is part of the LiteracyFirst Literacy project, a research and educational effort to promote literacy in children and youth in the United States.
The project is a collaboration between the Centers for Disease Control and Prevention, the American Library Association, the National Association of Social Workers, the Association of School Administrators, the Foundation for American Education, and the Institute for the Study of Literacy.
Literacy first is a partnership between the Center for Disease and Prevention (CDC) and the Literate Teachers Association.
Learn more about Literacyfirst.org and LiteracyNext.org.
LFS Research Finds Literacy and Literate Education to Be the Best Way to Improve Literacy For Children: More than three quarters of parents report that they use at least one of the following activities to help their children learn to write: Create a notebook to write down their thoughts.
Write down ideas for stories, activities, or songs.
Create a word list to help the child learn words.
Learn how to write in the computer or other computer software.
Write a story with a friend.
Write something down to share with friends.
Share a story about a family member.
Create an essay.
Read an essay or journal entry.
Write an essay with a teacher or teacher assistant.
Find an essay that will be useful to your child.
Write to an audience.
Read a book or magazine.
Write or create a book to share to your friends or family.
Read to a group.
Write out a story.
Read aloud a story to your class.
A large majority of respondents said they had found writing and/or using a computer or video game to be helpful for writing, with more than half of parents reporting that they had used at least two of these devices.
A smaller number reported using more than one device to help write.
A majority of adults also reported that writing was a very important activity for their child to do.
A third of parents reported that it was important to them that their child was well-informed about the literature they are reading, with about one-third of parents stating that their children read the same literature as their own children.
But the survey found that while most parents reported being well-educated about literature, there were significant differences between the parents who were highly educated and the parents with little or no knowledge.
A few parents cited research showing that those with a higher level of education were more likely to use literacy devices, such as computers and video games, than those with lower levels of education.
This is especially true for parents with children aged 5 to 12, with those with children ages 4 to 5 years old spending the most time reading, and those with young children ages 2 to 3 years old and those who are working more hours spending more time writing.
Parents who report that reading is a very big priority of their children are also more likely than parents who do not read to spend time doing other activities, including homework and playing with their children.
LFP research finds that children who read at least 10 hours a week are better able to write and have higher-quality ideas than children who spend less time reading.
A minority of parents with a high school diploma or less report that their kids have a higher reading level than their peers.
But a majority of those with less than a high-school diploma also report that children with a college education or more are more able to read and write than children with less education.
A high school education or less also seems to make a difference, with many parents who report high school attendance saying that they are more likely in their childrens lives to have read and written books in the past year than parents with less attendance.
More Than One Activity Makes a Difference: The research also found differences in the types of activities that parents report they use to help with writing.
The most common activity parents report using to help in writing is drawing and sketching, followed by writing a letter or email, reading to their children, and taking their children to a park.
But there are other activities that can help improve literacy, with a majority reporting that reading has been a very, very important aspect of their childs’ development.
Many parents report reading to a friend or family member at least once a week.
They also report using a phone book or tablet to write with, as an alternative to writing to a book