Teaching writing in Qatari early years education: the perceptions of early childhood teachers

Abstract

The present study aimed at 1) exploring early childhood teachers' perceptions about teaching writing in Qatari early years settings, and 2) identifying the impact of several social-demographics variables on these views. To achieve the objectives of the study, a reliable and validated self-administrated questionnaire was utilized. Early Childhood teachers from private and independent schools in Doha voluntarily participated in the study. Results indicated that early childhood teachers expressed positive views regarding teaching writing in Qatari early years' settings and their views were in line with recent theories and practices in teaching writing in early years' education. Moreover, the results showed statistical significant differences due to a number of study variables. These results were discussed and implications for supporting teaching writing in early years' settings were presented accordingly.