Our study highlights the effectiveness of a particular approach to writing awakening (collaborative practices of approximate spelling) based on young students’ prior knowledge, inciting them to share their hypotheses about the writing of the suggested words and their strategies to complete the task. The research subjects were 20 French Canadian kindergarten children. We adopted an experimental framework involving a pre-test, an intermediary situation employing (or not) our study’s variable (cooperation among children), and a post-test. The results tend to support the idea that cooperation among children has a positive impact. It appears that a link exists between the occurrence of socio-cognitive conflicts in the trios and the degree of progression of their members.