<p>In recent years, there has been a growing recognition of and emphasis on the importance of instructional support for early writing. This article presents a comprehensive review of instructional support for young children in preschool and kindergarten. A database search was conducted using ERIC, Education Source Ultimate, APA PsycInfo, and Academic Search Ultimate, resulting in 7,812 records. The final sample included 101 articles published from 2010 to 2025, and seven of these articles were from a reference list search. Data were extracted from the included studies regarding participant information, research methodology, types of instructional support, and writing outcomes. The results showed that approximately half of the studies were conducted in the United States. Research designs were primarily quantitative, favoring quasi-experimental designs. Organized by a theoretical framework conceptualizing early writing as including procedural, conceptual, and generative knowledge, this review identified 16 types of instructional support for early writing, and the most common support was procedural or transcription-focused instruction. The most examined writing outcomes were handwriting and spelling features of writing, aligning with procedural knowledge. The findings highlighted the significance of supporting generative knowledge (i.e., composing skills) and writing motivation, as well as using diverse strategies (e.g., technology support, strategy instruction) to support children’s writing development. Implications for future research are included.</p>