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Principles in Early Childhood Writing
Some principles are used to identify the different stages of development that children have mastered. These principles are the recurring principle, the generative principle, the inventory principle, and the sign principle.

The Recurring Principle
This principle is when children understand the repetition of patterns and shapes in English writing. Some examples of these can include scribbles that follow a similar pattern.

Generating Principle
This is when children reorganize a limited set of units to create new meanings by combining or arranging elements in a variety of ways. This can be illustrated through the use of letters, but do not formulate words through writing.

Inventory Principle
In this principle, children often inventory items by listing them or naming them. This can follow up the form of a list, going downwards in a vertical structure.

The Sign Principle
This refers to children’s understanding of print representing entities that aren't printed, such as word boundaries and page layout. For instance, this can be illustrated by a drawn-out figure of a girl to represent the word girl with different scribbles or letters around the figure.

Research Debate on Children's Developmental Patterns of Writing
New research has been conducted that debates the emergent stage in that students learn early literacy skills. Researchers Sulzby and Teale based on Charles Read’s study further researched how children as young as 18 months were able to compose letter-like forms and scribbling that showed the intention of writing. Similarly, research by Martins, Junior, and Silva found convincing evidence that backed their argument through the two spelling programmes used to research children. This has led to what they called emergent literacy which describes the reading and writing development in children that have undergone a recent shift.

Contemporary efforts to advance child writing
New advancements in K-12 curriculum in schools in the United States have led to an increase in debates among educators and parents about the disadvantage or advantages it may have among early childhood development in writing and reading.

Common Core stresses the importance of writing as a parallel to reading when it comes to early learning. The three strategies used to advance students' writing are taking dictation, translating kid writing, and creating cooperative chronicles. Taking dictation refers to teaching students how to understand written speech, they can recall records more easily and efficiently. Despite not understanding sound-symbol relationships, translating kid writing refers to the phase where students attempt to write through random marks on paper. Through creating cooperative chronicles, children learn that revising is an important part of writing that they are capable of accomplishing.

Despite this new effort to realize a new curriculum, there has been some widespread debate in discourse communities. Among the concerns was the lack of early childhood development researchers when it came to implementing this and providing guidance to teachers and parents.