The Examination of Name Writing Skills in the Preschool Period

Abstract

Name writing skills have been viewed as a part of children’s emergent literacy skills. Name writing is a
meaningful and valuable activity and indicator of children’s developmental maturity. The purpose of this study is to
investigate name writing skills of children attending early childhood programs and the variables related to their name
writing skills. The participants were 269 children aged between 3 – 6 years enrolled in early childhood programs.
Participant children were asked to write their names on a blank paper and their writing was scored on a 9-point scale.
Findings of this research indicated that only 17.8 % of children were able to write their names and their age, gender and
maternal education and income affected on their name writing skills.