Identity and the boy writer - a Case Study examining the relative roles of teacher pedagogical beliefs, pupil attitudes and provision for writing in the emergent writing experiences of boys and girls in an Early Years classroom

Abstract

Practitioner beliefs regarding theories of emergent writing (Wearmouth et al., 2011), provision for writing (Watson and Kehler, 2012), and (increasingly of late) pupil attitudes towards writing (Gardner, 2014; Wearmouth et al., 2011) are seen as possible factors in the disparity between boys’ and girls’ performance in writing in primary schools. This case study sought to explore the interaction of gender and writing performance in a single Early Years classroom in a small rural primary school with the aim of gaining further insights into the writing experiences of the boys. Semi-structured interviews with three teachers explored teaching approaches and practitioner beliefs; twenty-six questionnaires investigated pupil attitudes towards writing; and fifty-five observations explored pupil writing behaviours.  A provision audit and attainment data in writing and fine motor development provided triangulation.

Findings indicated that the boys of this cohort were atypically (according to the literature) committed writers, characterised by independence at the writing table and collaborative innovation during role play. A strong self-efficacy in writing premised a positive attitude towards writing activities in Reception that, surprisingly, co-existed with the boys’ lower attainment in writing assessments. Practitioner misconceptions regarding a perceived superiority of the girls when it came to ‘literate’ role play was also disproved by observational data showing more boys than girls engaged in this endeavour.  Despite this, practitioner preference for formal assessing methodologies appeared well-matched to the needs of the majority of writers and a creative approach to provision for writing was effective in fostering positive pupil attitudes. Possible reasons for the dis-junct between practitioner belief and pupil realities included institutional pressures to achieve curricular-defined performance targets, and the twin effects of political discourse presenting boys as the ‘weaker’ writers of the sexes and the appearance of this in attainment data.