Assessing the suitability of individual whiteboards for left-handed writers within the Early Years Foundation Stage

Abstract

This study examines the provision for left-handed children learning to write in the foundation stage of the primary phase of education. Through a case study, it explores the recognition of the needs of left-handed children and the resources available for the effective and confident teaching of writing skills. Finding revealed that the current approach, incorporating the use of individual dry-wipe white boards, inhibited writing skill development in left-handed children and adversely affected self-esteem. The approach advocated by South Australian Curriculum Standards and Accountability (2006) and the use of magnetic writing boards were found to significantly improve the quality of early stage left-handed writing.

Keywords:

• left-handed
• Early Years Foundation Stage
• handwriting
• individual white boards
• magnetic writing boards