Teaching children the foundations of writing can be one of the most rewarding (and challenging) aspects of the role of a preschool teacher. I, personally, love the idea of being part of my students' initial process with learning how to write because I know it will be a skill they will carry throughout their lives.
The writing process does, in fact, come with a variety of steps (in the following order): rehearsing and planning, drafting and revising, editing and proofreading, publishing, sketching and drawing, and then viewing themselves as writers (Pinnell & Fountas, 2011). This process can be broken down into parts as detailed as orally telling stories and putting their parts into chronological order, to "editing" letters in order to make them "more easy to read." Yet another approach to this claims that the writing process for early childhood students is to tell (say what you want to write), draw (a picture that coincides with what you want to write), write your name, and then stamp the date (Rog, 2011).
Many parents think that writing is something their child doesn't need to worry about in any way shape or form until they are in grade school, and most likely not until first grade. A child begins the process of learning how to write, however, while he/she is still in preschool. In my own classroom, we have barely begun the formal process of learning to write, but we certainly have begun some of the initial steps. For starters, when I engage in a new topic with my students, we nearly always begin by doing some drawing relating to the discussion (Rog, 2011). My students will not do a large amount of word-writing this year, but they will copy and trace a lot of letters and will work on writing their own names. These skills will not only teach a child how to formulate letters and words, but will also teach them about sequencing, plot-building, and story-writing (Pinnell and Fountas, 2011).