THE EXPERIENCE OF THE UK AND FINLAND IN DEVELOPING WRITING SKILLS IN PRIMARY GRADES

This article provides a comparative analysis of the pedagogical approaches to developing writing skills in primary education within the United Kingdom and Finland. It explores the fundamental philosophical and structural differences between the two systems, specifically contrasting the UK's more prescriptive, standards-driven "transmission" model with Finland's child-centered, holistic, and "process-oriented" approach. The examination focuses on three critical domains: the role of teacher professional autonomy, the balance between compositional skills and technical transcription, and the nature of assessment practices. By synthesizing findings from international educational research, the article argues that the Finnish emphasis on play, student interest, and extended writing processes fosters greater intrinsic motivation and long-term writing development, while the UK's structured framework ensures early competence in foundational skills. The conclusion advocates for a balanced pedagogical synthesis, suggesting that effective writing instruction requires both explicit skill instruction and a supportive, authentic context for creative expression, drawing on the strengths of both systems.