This interpretivist case study approach shines light on how Reception teachers can support the development of young children’s writing, a topic that can be complex for teachers within the Early Years Foundation Stage (EYFS). The aim of this study was a reflection of practice within the teacher-researchers own classroom. This research is beneficial to provide further guidance to develop practice, as well as a tool to explore areas of supporting the development of young children’s writing abilities. Six children from a single Reception class in a primary school were observed during three different role play spaces; a home corner, a vets and a cafe. The main source of data for this research came from observations of the children’s play. Photographs of children’s work were also collected in order to show the impact of this research. A reflective log was used alongside the observations and samples of work to record specific incidences throughout the research. These data collection methods allowed for a triangulation of data that highlights clear findings from this research. Three observations for each role play scenario were observed, each observation was then summarised into specific findings. These were then analysed to produce four key themes that allow teachers to reflect on their current practices in order to provide specific support that will support the development of young children’s writing. The findings of this researcher suggest that a carefully planned learning environment, mixed with real-life experiences, adult modelling and displayed visual examples of modelled writing, positively impacts children's motivation to write, leading to positive development in children’s writing. This research has shown that these four key themes, if planned for and used carefully, can be a way for teachers within the EYFS to address the issues around supporting children’s writing development. As a result of this research, the teacher-researcher intends to plan for real-life experiences to be incorporated within the curriculum in order to provide children with the prior knowledge that they need to write. As well as this, the learning environment will be constructed in a way that not only promotes writing, but has the materials and resources necessary for writing to take place. It was clear from this research that although adult modelling of writing is important, several opportunities were observed demonstrating the importance of displaying modelled work for children to refer to should they feel as though they need to, something that did not always happen in practice. Although the use of a case study approach and sample size bring limitations to this research, there have been several implications to the practice that not only benefited the children within this research, but will continue to be beneficial to future Reception aged children. This research has also been useful to share within the settings’ wider team, for other professionals to understand their own practices in relation to young children’s writing and what activities need to be planned for in order to support the development of children’s writing.
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Morgan, Michelle
Rights Holders: Morgan, Michelle Supervisors: Martin-Millward, Tracey
School of Education
MA Education
2022
© Morgan, Michelle Published by Oxford Brookes UniversityAll rights reserved