Cait Posted December 30, 2009 Posted December 30, 2009 If we're tailoring it to boys interests we need to link it to running, wrestling, racing, weaponry, superheros, vehicles, Ben10, football and creepy crawlies. Not waiters, form filling and phone messages! I can't remember ever caring for a little boy who was passionate about working in a post office! My little boy made LOADS of marks for the things he was interested in - even at 4 he was drawing very technical pictures of bikes, locomotives, aeroplanes and things like that - It's just a matter of finding out what their interests are, and as you say - not many of them are interested in post offices! 'My' boys spend a lot of time mark-making - always on their own terms - and I believe it's only by providing plenty of resources, and that includes giving opportunities for them to see drawing being done wherever possible, that this will happen regularly and confidently. My husband does technical drawing and my son saw this happening on a daily basis, and I'm sure that's why he had the impulse to do it himself.
Guest Posted January 2, 2010 Posted January 2, 2010 The face says it all, these boys loved writing their own Chinese Menus The 'unusual' writing tool and I think the 'black' paint was the motivators here Peggy
Guest eck1975 Posted January 3, 2010 Posted January 3, 2010 OMG! OMG! OMG! Hadn't seen it until just! Aaaaaaaaaaagggggggghhhhhhhhhhrrrrrrrrrrrrrr! Is pretty much all I can say! Well, that totally contradicts the 'Raising Boys Achievement' training I have been on fairly recently, which is being run by Early Yrs Advisors and is based on research into the actual developmental differences between boys and girls. OMG! OMG! OMG! I can't imagine any of the boys in my class being particularly interested in, or motivated by, being waiters/taking orders, being post office workers or taking phone messages!!!!! .... and none of us have ever thought of providing a variety of/different/unusual media and materials inside and outside the classroom! Obviously we all give the children in our classes pencils and lined paper .... aaaaaaaaggggggggghhhhhhhhhrrrrrrrr! Apologies for the rant! At least we all think the same!
Marion Posted January 3, 2010 Author Posted January 3, 2010 I wonder how much the information packs are going to cost to produce and send to every early years provider to tell us to do what we already do
Guest Posted January 3, 2010 Posted January 3, 2010 I wonder how much the information packs are going to cost to produce and send to every early years provider to tell us to do what we already do Exactly my thoughts too Marion. Peggy
Bigsue Posted January 3, 2010 Posted January 3, 2010 WHAT A FANTASTIC PICTURE - may pinch this idea THANKS
HappyMaz Posted January 3, 2010 Posted January 3, 2010 I wonder how many advisory teachers/development workers share our rosy view of the high quality practice we see in settings up and down the land as they go about their daily work? I wonder if they might say that a more realistic picture of how settings promote mark making is a few unsharpened pencils on a shelf and some tatty notebooks in a drawer somewhere, or a folder full of worksheets to go with every topic? I haven't seen the guidance yet so can't comment on how useful it will be. However there will always be practitioners who will take a publication of this kind and feel it validates their own existing high quality practice. I'm sure there are others who will view these new and strange ideas with suspicion and feel threatened by change. I hope this guidance document will provide challenge for those who need it, validation for those who don't, but also a few 'light bulb' moments for those reflective practitioners who recognise that there is always room for improvement. I think that is quite a useful aspiration for anyone seeking to provide advice or support to individuals or settings. Perhaps the DCSF could incorporate it into their mission statement? Maz
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