The precursors of writing: Graphic representation in preschool children

Preschool childrenʹs representational abilities were investigated in relation to their ability to use their knowledge of graphic notation. The children were given a series of tasks requiring the graphic notation of objects. They were grouped on the basis of their responses as to whether or not they showed representational abilities and knowledge of letters/symbolic forms. Comparisons in tasks in the nursery showed the representational groups had superior metalinguistic skills and were older. Literacy tasks given in school showed superior ability for groups using letters/symbolic forms. The children came from similar backgrounds, could draw and knew some letters. Their responses showed varying constructs about the appropriate graphic notation to use in the referential tasks. We suggest some children incline to being literacy experimentalists which facilitates their acquisition of literacy. Educational implications are discussed.