In 2003, the National Commission on Writing pleaded for a writing revolution in education. The plea included a call for increased attention on the subject of writing, considered the "most neglected" of the "three "Rs"". Although state tests dictate that schools take an intensive look at the writing of 4th-, 8th-, and 12th-grade students, studying writing development from its genesis in preschool children provides important insights into later writing success. Examining and explaining what these young learners do when they are first presented with a writing instrument and a piece of paper provides valuable insights for understanding how students create written text in later years. Designing writing lessons carefully and listening to the messages that children attach to them can provide valuable instructional information for early childhood educators. Preventing writing failure in later years requires educators to address a series of needs that children have in their younger years to support them as writers. In this article, the author provides a framework of writing instruction for early childhood educators. He explains the roles of the teacher and student and the importance of maintaining a developmentally appropriate writing environment so that the process of writing is purposeful, pleasant, and productive. (Contains 2 figures.)