Kimberly,
This goes so far back that I cannot tell you the source, but at least 10 years ago I read a very compelling paper that convinced me that children should always SEE their name written with an initial cap and the rest lowercase letters. So their cubby label, a sign-in sheet if you use one, their center card, etc., etc. should all reflect that practice. How they WRITE their name should be left up to them and where they are in their development. So that children learn how to write their name upper/lower by seeing and copying a correct model, with the emphasis on their learning rather than teaching.
Having said that, an example of how teachers assist children to learn that is that in the morning the teacher might be standing or sitting near the sign-in sheet, which has a model of their name and a place for them to copy their name. While the child is writing, the teacher might say, "That's right, that next letter begins with a tall hump." (See picture below.)
Later in the year, the sign-in might be blank, with name cards nearby for those children who need that scaffolding, but providing the opportunity for any child who wants to, to try it on their own.
Below are some examples. THESE PHOTOS ARE NOT FOR PUBLICATION. My thanks to Project Enlightenment in Raleigh, NC; Asheville (NC) Preschool; Sampson County NC Pre-K Program; Polk County, NC, Preschool Program.
Explanation of attachments: (They look like maybe they are in reverse order; sorry what I don't know what to do about that.)
1. At the beginning of the year, children see their faces for their sign-in. You can't see it here, but the popsicle sticks that the face shots are on have the child's name written on them at the bottom.
2. Children "sign up" for their daily job by putting a name card - in upper and lower - in the pocket, which has a picture of the job as well as the name for support.
3. Children have a picture, a model of their name, and the teacher's help to sign in.
4. The picture support has disappeared, but the teacher is nearby!
5. Children have lots of opportunities to see their names written correctly as they play with them. (It's an old refrigerator door used as a magnetic surface; there are magnets on the back of the puzzle pieces.)
6. Children find their names and mark through them to indicate they have completed a special activity.
7. At center time, this child asked the teacher to help her practice her name. Teacher provided model and support.
8. Another way that children see their names as they sign in. Later in the year this poster would be laminated and children would sign in with an erasable marker.
9. Yet another way that children see their names (and those of their friends) as they explore the block corner.
10. An authentic use for children's names. NEEDING their names for a purpose increases the learning. This was in March.
11. Also in March. Notice that the name cards are still there for a support if children want to use them.
12. This is out of order. Same classroom as before, but early in the year. It is on the easel early in the year so that children get that development at the shoulder and arm movement.
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Joseph Appleton
Dayton VA
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Original Message:
Sent: 10-10-2017 02:30 PM
From: Kimberly Richards
Subject: Alphabet letters
Hello Everyone,
We have been having a lot of discussion at work about the best practice to teach the alphabet. I have been teaching for 10 years and our policy has been if the child already knows how to write their name in uppercase and lowercase, we stick with that. If the child doesn't know how to write his name then we teach all uppercase and introduce upper and lower after the first of the year. What is the best practice for 4 year olds?
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[Kim] [Richards]
[4's lead teacher]
First Years Community Preschool
[Massillon [Ohio]
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