h. Gender and writing
Concerns about boys’ achievements in literacy, and in writing in particular, are not new. However, current government test results show a continuing gap between boys and girls in achievements in literacy. The gap is widest in writing.
(UKL A / PNS, 2004)
Student teachers will need to consider not only the range and variety of resources for writing but also the different learning styles of the children in their class. It is generally accepted that boys and girls in Early Years classrooms may be at different stages of development and have very different interests; gender is an important consideration (Millard, 2003).
Resources chosen to promote reading and writing should reflect this. The Curriculum Guidance for the Foundation Stage offers a wide range of ideas as to what practitioners need to do to support children at different stages of their early writing; Developing Early Writing builds on this. Student teachers will find both documents will help their planning.
The report from UKLA/PNS on Raising Boys’ Achievements in Writing (2004) reveals that talking about language, drama and the use of visual approaches not only improved their writing but also improved boys’ perceptions of themselves as writers. The Primary National Strategy has issued a training poster for teachers which could be a very useful way to initiate discussion about boys and writing, Improving Boys’ Writing: Visual Texts (DfES, 2005). This suggests ways of using film, the internet and interactive texts (CDRoms; Graphic novels) to build on boys’ enjoyment and motivation.
Teaching children a fluent handwriting style has also been shown to improve the quantity and quality of boys’ writing (Medwell and Wray, 2007).
An important question that student teachers should discuss is whether the strategies recommended for improving boys’ writing, (handwriting training, the use of ICT, film and visual texts and particularly drama) are just as valid as ways of encouraging girls’ writing.
A very useful text which will give student teachers a sound overview of the research and current issues is Gender and Early Childhood Literacy by Elaine Millard (Hall, et al, 2004).
See also 3h. Non-print media, 3f. Non-fiction text and 7c. Non-fiction writing
 
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