A practicum was designed to increase the writing opportunities of 37 prekindergarten children in three classes through staff development. Formal and informal surveys of prekindergarten teachers confirmed the need for more information on child development, the development of the writing process, and prekindergarten whole language. A series of workshops were developed for the prekindergarten teachers on child development, whole language, portfolio assessment, and the development of the writing process. Other strategies included information brainstorming, organization of centers to provide writing opportunities, and acting as a resource person to provide support to teachers. Analysis of the data revealed the teachers had a better understanding of how the writing process developed and interrelated to language and reading. Through this understanding, writing opportunities increased in the prekindergarten classroom. (Contains 16 references and three tables of data. Teacher surveys, an observation form, a portfolio checklist, and outlines for a workshop on whole language, the development of writing, and portfolio assessment are attached.) (Author/RS)