Boys writing area 2
I monitored how often this role play was being chosen and the quality of writing produced particularly by the group of boys who were the focus of interest focus group, hereafter. Although the interest had stemmed from this group of boys it became an experience that all of the children took part in. What would they like the role play area to be next? Student Participants Within this Early Years setting there were 69 pupils in total 30 boys and 39 girls , with 34 children in Nursery and 35 children in Reception. Writing Samples Board in Nursery The learning environment plays a very important role in developing more writing opportunities within the Early Years. You can watch our case studies, download free samples and take a look at our imaginative learning projects for each year group. Children who were generally reluctant to write showed improved attitudes and self-confidence towards writing through play. To find out more about the Cornerstones Curriculum, visit our product page. Improving Boys Writing in the Nursery Autumn data during showed that there was a huge gender gap, where girls were outperforming boys in Literacy within the Nursery. A new approach based on collaborative decisions among pupils and the teacher. Data showed that vulnerable, more able and all pupil groups in schools using Cornerstones made better progress in writing than those in similar schools not using Cornerstones. They were writing superhero stories, designing their own superheroes and writing labels. The success of boys writing was monitored within the Garden Centre role play area which was a set-up within the classroom linked to the current class topic. The new approach gave them chances to utilise their knowledge base. Conclusions I draw conclusions from the research findings as follows: All children, particularly the boys, saw a purpose to write and were proud of their writing when they were given choices and autonomy.
Writing Opportunities in the Learning Environment We value the involvement of parents in our children's learning.
After keeping the Garden Centre role play area for 3 weeks I observed that this area was not motivating these boys to write. The amount of writing produced was compared between the two role play areas.
The local features include churches, a theatre, a community library, and many small shops, restaurants and bars. Children who were generally reluctant to write showed improved attitudes and self-confidence towards writing through play.
Conversely, more girls than boys agreed that writing is cool. References Education Endowment Foundation. These boys already had many ideas about superheroes that they wanted to get down on paper and they felt confident writing about a topic of their interest. Let's look at the data It's important that schools can evidence what they are doing to close gaps and show the impact their actions are having. From then on staff referred to this every time assessments were made so that there was a consistency of judgements made. In Nursery we created more opportunities for boys and girls to write in purposeful and exciting contexts. Writing Opportunities in the Learning Environment We value the involvement of parents in our children's learning. Whereas girls score above the national average in writing, boys score below the national average.
The children enjoyed the company of all dads involved and as for the child whose dad came into school The new approach gave them chances to utilise their knowledge base. After the three weeks of having this role play area much more evidence of writing was available.
Well, he was a hero and they felt proud to have such a dad!
based on 44 review