Miss Carmin, an experienced preschool teacher, has just created a new emergent writing center in her classroom. Her students represent an array of different backgrounds and abilities, as she is the lead teacher in a diverse and inclusive setting. A facilitator in the county's recent workshop series shared that explicit letter formation instruction is not developmentally appropriate for her young students. In fact, she was told not to use handwriting practice sheets or lined paper, and to refrain from pushing children to write "correctly." In response to instructions from her school director, Miss Carmin created a center where her students can explore writing at a pace that is comfortable for them and that aligns with their interests. During writing exploration in this new center, Miss Carmin has noticed some children holding the crayons in their fists, writing from right to left, backwards, or using all capital letters. Her director says she does not think this is a problem since "they're just preschoolers," and that they have plenty of years to "get it straight" in school. However, Miss Carmin began her career teaching kindergarten and she remembers how difficult it was to break children of these habits. Now she's not sure what to do! Should she teach them how to correctly form letters? Should she devote instructional time to this activity? If so, how can she help ALL of her students, including those who struggle, achieve this goal in a developmentally appropriate way? [ABSTRACT FROM AUTHOR]