Mark Making and Representation
Member price: £2.50
Standard price: £3.50
This booklet is about children’s early use of crayons, marks and paint to make lines and shapes on paper or other surfaces that represent their thoughts, ideas, experiences and feelings. Mark making is an important aspect of development for babies and children who are beginning to represent their ideas in this way.
This booklet links to the key themes and principles of the EYFS and show how parents promote these as part of everyday family life. Throughout the booklet, aspects of learning are woven into stories of children at home and in their early years setting. The booklet will be a great source of guidance for everyone within the setting, and particularly useful for practitioners to share with parents. This booklet can be purchased at a discounted rate when purchased as part of the First and Foremost Set.
ReviewCarolyn Blackburn, Parent and Toddler Visitor, Worcestershire
Mark making and representation highlights children’s creative journey from the simple arm movements that babies and toddlers enjoy as a precursor to early mark making, to the emergent writing displayed by three and four-year-olds in preparation for formal handwriting and early literacy. Six of the seven chapters are devoted to a small piece of the journey each, and all chapters recognise the role of parents as the first and most enduring educators of their children. The introductory chapter explains the importance and relevance of early mark making, how it prepares children for emergent writing when they are ready, and includes an overview of the Early Years Foundation Stage and the areas of learning which link to mark making. Exploring and learning at home with a variety of simple, age-related activities is the emphasis for chapters two, three and four. Each chapter provides not only useful ideas for enriching children’s creative experiences, but also an indication of the development taking place at each age in readiness for the next development stage. Leading on naturally from this, the next two chapters address the importance of parents sharing their child’s mark making history with early years settings in order for the setting to build on each individual child’s experience. The wide range of creative media and materials children are able to explore at age three and four as proficient, experienced mark makers is highlighted. There is also a focus on the importance of the role of practitioners to scaffold and extend children’s mark making experiences, whilst giving children opportunities to share their mark making with peers and adults. The final chapter links practice to theory and research, outlining how early mark making prepares children for later life, facilitating formal handwriting when they are ready and empowers them to achieve fulfilment through individual expression. Equal opportunity and diversity are an integral part of all chapters. The style of this book makes it easy to access the chapters relevant to a child’s age. Practitioners and parents can discover how to enrich children’s mark making experiences within the home and in an early years setting and, importantly, how the two link. Parents, toddler group organisers and nursery and pre-school staff would benefit from the wealth of ideas contained in the book, many of which could easily be incorporated into early years plans in order to meet themes of the Early Years Foundation Stage.
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