Guest post by Pauline Duncombe, one of our SUPER MEd alumni and former member of the SUPER Network.
I spent 2015-2017 completing the SUPER M.Ed, a part-time Masters course at the Faculty of Education, University of Cambridge, designed for serving teachers. I began the course just before retiring as the headteacher of a lower school in Bedfordshire. Why take this on at such a stage in my career? I have my daughter to thank for this. She was part of the SUPER group (as well as studying for her MEd with SUPER from 2009-11) and encouraged me to enrol my school into the SUPER network. This was an inspired option and I felt that we were being empowered to work together to research and look at our practice in a way that we hadn’t felt we could do on our own. Meanwhile, the passion for research and the opportunity to work with other colleagues who were also looking out beyond their school, was inspiring me to do more. I signed up to the MEd course just hoping that I would be a suitable candidate and was delighted to be accepted. It was hard work over the two years but immensely satisfying at the same time. Not only did I have the opportunity to research an area of educational interest for me, and the school but I also worked with some incredible colleagues as well as inspirational tutors in an establishment that I am sure I am still not worthy of! Although I am not working in school anymore, I am the chair of Governors at a local lower school and feel that my research skills and the work that I undertook will be of value to developing its future.
As a headteacher and early years practitioner, I have been interested and to some degree concerned about the gender difference in attainment especially in writing. Schools are under immense pressure to close any gap in attainment, but my gut reaction was that this area had deeper issues to resolve than just tweaking the curriculum for the boys. From my own experience, I was struck by the fact that differences in boys and girls skills and approaches to literacy were very evident even on entry to nursery at the age of just three. So, what happens and influences this before children even enter the world of school? Having identified issues, would it be possible to ameliorate these through improved practice in the early years and beyond? We are all very aware that the difference between the literacy skills of boys and girls extends well into the secondary level and is a phenomenon seen both nationally and internationally. This may therefore, beg the question of whether it is possible or feasible to make sufficient difference and given the fact that men have better work opportunities and pay than women, is it worth it?
My research set out to identify some of the possible key reasons for the differences observed between boys and girls and to consider some of the ways that these may be addressed. The research provided me with a secure knowledge and background to support many ideas that I had from a practitioner perspective. However, I did find that there is a paucity of research in this area for my focus age group. Luckily, I found one key paper by Gemma Moss (Moss and Washbrook, 2016) that did have information about the younger children and the influence of home and pre-school experiences that helped to evolve my further investigations. One other issue that was also found was the lack of research within the UK and the educational system here. There is much more research in the USA but it is not always easy to make comparisons between the two educational systems, For me the biggest concern is that Government sets expectations for outcomes and attainment which do not always relate well to what children are actually able to do in the early years and to this end there is a drive to teach to the test which inevitably leads to a narrowing of the curriculum.
My thesis sets out to explore the gender gap in writing attainment for children in the foundation stage. The Government has set a requirement that schools close attainment gaps across many different groups including gender. There is currently a paucity of information about gender difference for the youngest children in school (Daly, 2002). However, an exploration of the current literature has revealed that the issue is complex with many interlinking reasons for differences between boys’ and girls’ attainment. The notion that this could be ‘fixed’ using a boy friendly curriculum has been shown to be ineffective. Researchers are now arguing that differences are due to attitude, socio-economic-status, parental qualifications and entrenched stereotyping from birth (Moss & Washbrook, 2016; Locke et al., 2001and Sylva, 2014). From my literature review, there began to emerge three questions that were relevant specifically to the age group that I wanted to focus on:
- will improving vocabulary improve writing content?
- will improving co-ordination and fine motor skills improve handwriting?
- will providing meaningful and interesting contexts for writing improve boys’ engagement and interest in such activities?
From the literature, it became apparent that language development was a significant indicator of success with writing at the end of key stage two and beyond. Moss and Washbrook (2016) identify that poorer language skills at the age of five both affect later achievement and school enjoyment. They advocate that all children should have access to a rich language and literacy environment at home and in the preschool setting. They also state that there should be an investment in ensuring high quality teaching in the early years. This would support the work by Sylva (2014) who acknowledges the impact of low SES on the language development of children from such homes.
An action research programme was used in this research to investigate the impact of a dialogic reading system on the development of vocabulary of children in a nursery and reception class. The programme had been devised and documented by Whitehurst and Lonigan (Whitehurst, Arnold, Epstein, Angell, Smith and Fischel, 1994; Whitehurst, Epstein, Angell, Payne, Crone and Fischel, 1994; Whitehurst et al., 1988). The children chosen to participate in this research were all under achieving boys.
I also looked at the impact of physical development on writing skills and outcomes for children. In a study of low income families, Dinehart and Manfra (2013) found that fine motor skills were a good predictor of later cognitive skills in reading, maths and especially writing. They also noted that it was difficult to state if the development of fine writing motor skills or fine motor object manipulation skills were most significant to the result. This link was also noted by Cameron, Brock, Murrah, Bell, Worzalla, Grissmer and Morrison (2012) including the impact of SES on future outcomes. Goddard Blythe, (2010) also suggested that there is a possible link with physical maturity and academic progress in young children.
A physical intervention programme was researched to determine if this supported improvement in the dexterity of the children. These activities were derived from the work of Bryce-Clegg (2013) and involved those suitable for using inside and outside the classroom. Bryce-Clegg describes the fact that the normal physical skills that we all possess are to enable survival. Writing is not fundamental but is something we have come to do to communicate with others. It is a difficult process and requires practise. To achieve this Bryce-Clegg advocates that adults need to understand the very small developmental steps to be able to move children on. He recommends that not only do children need the opportunity to develop their physical skills but also their imagination to enable them to write purposefully.
When researching the impact of attitude and writing attainment, looked at boys’ interest in writing and how this may be enhanced to improve their engagement. I believe that part of the issue for some boys is their attitude to and motivation for writing. This is not necessarily the same for all boys as many are successful writers and conversely could also be an issue for girls. Daly (2002) points out that there is some conflict regarding what constitutes good teaching of writing and that there is a growing understanding that if it is not contextualised then this can influence motivation. In line with other evidence Daly notes that for good early years’ experience, there should be a broad range of opportunities rather than direct teaching. Furthermore, a small-scale study in a Welsh primary school, Maynard and Lowe (1999), found that boys and girls preferred different reading texts and writing tasks. Boys appeared to be less motivated by story writing. This was despite their ability to generate engaging ideas during discussion time showing that this does not necessarily support or lead to successful writing. Teachers in this school found that for some boys it was the expectation of quantity required by the teacher and their ability to maintain concentration that played an important part in the outcomes for writing.
To aid motivation, co-researchers in school provided a range of engaging writing opportunities to help boys in particular, to participate more effectively with writing activities.
The results from this research and evidence in the literature would suggest that it is possible to improve outcomes for boys in the foundation stage. Whilst it may not be possible to completely close the gender gap in writing, it is possible to improve vocabulary and dexterity which in turn could improve writing. Using such techniques along with encouraging motivation could also aid the attainment of older children in school.
References
Bryce-Clegg, A. (2013). Getting Ready to Write. London: Featherstone.
Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child Development, 83(4), 1229–1244.
Daly, C. (2002). Literature search on improving boys’ writing. Retrieved from http://dera.ioe.ac.uk
Dinehart, L., & Manfra, L. (2013). Associations between low-income children’s fine motor skills in preschool and academic performance in second grade. Early Education & Development, 24(2), 138–161.
Goddard Blythe, S. (2010). Neuro-motor Maturity as an Indicator of Developmental Readiness for Education. Presented at The Institute for Neuro-Physiological Psychology Conference, Miami.
Locke, A., Ginsborg, J., & Peers, I. (2002). Development and disadvantage: implications for the early years and beyond. International Journal of Language & Communication Disorders, 37(1), 3–15.
Maynard, T., & Lowe, K. (1999). Boys and writing in the primary school: whose problem is it? Education 3-13, 27(2), 4–9.
Moss, G., & Washbrook, L. (2016). Understanding the Gender Gap in Literacy and Language Development. Bristol Working Papers in Education Series. Retrieved from http://www.bristol.ac.uk
Sylva, K. (2014). The role of families and pre-school in educational disadvantage. Oxford Review of Education, 40(6), 680–695.
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679.
Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86(4), 542.
Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552.
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