An exploration of boys’ mark making in an early years setting to support and develop future practice

Serna, Christine (2013) An exploration of boys’ mark making in an early years setting to support and develop future practice. BA dissertation, University of Portsmouth.

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    Current literature and government documents highlight the apparent gender gaps between boys and girls in the early years, however according to The Office for Standards in Education (Ofsted) 2007 survey ‘The Foundation Stage: A survey of 144 settings’ implied this imbalance could be addressed if “opportunities for learning” (p.5) were provided that accommodated boys’ interests. This case study arises from an interest in children’s mark making building on previous knowledge of children’s schemas, and looks at three boys’ mark making in an early years setting over a five month period, together with setting staffs’ existing knowledge in the mark making area. Data is collected on the children through the method of observation with questionnaire the method used to collect practitioner knowledge.

    The research explores the meaning of mark making and thinking on pre-writing, together with research on drawing and painting. Literature and research regarding boys’ development and reasoning as to the gender gap between boys and girls is discussed. Recommendations from the case study will be used to support practitioners’ professional development and understanding of mark making and further improve the quality learning environment.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Education and Childhood Studies
    Depositing User: Alice Bentley
    Date Deposited: 16 Jul 2015 14:44
    Last Modified: 16 Jul 2015 14:44

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