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      Dr Mona Sakr

      ROLE: SL-Education Studies/Early Childhood Studies
      SCHOOL: Health & Education
      DEPARTMENT: Education
      EMAIL: M.Sakr@mdx.ac.uk
      1. Biography &
        Qualifications
      2. Learning &
        Teaching Interests
      3. Research Outputs &
        Interests
      4. Funded Research &
        Knowledge Exchange Projects
      5. Engagement &
        Impact

      • Biography &
        Qualifications

        Dr Mona Sakr is Senior Lecturer in Education and Early Childhood with a special interest in the integration of digital technologies into children's art-making, play and early years pedagogy. She joined Middlesex in 2014 from the Institute of Education, where she was a Research Officer on a project looking at embodiment in digital learning environments. She earned her PhD in Education and Psychology from Oxford Brookes University, with a thesis which focused on children's digital art-making practices and the integration of digital art-making into the early years classroom.


        Languages Spoken

      • Learning &
        Teaching Interests

        Mona leads the following undergraduate modules on BA Education Studies and BA Early Childhood Studies: Insights into Play and Creativity and the Arts in Education. She leads the module Dangerous Ideas: Thinking with Theory as part of the MA Childhood and Education in Diverse Societies.

        Doctoral candidates wishing to do research in the following areas are particularly welcome to contact Mona:

        • Children's art-making
        • Art and design pedagogies
        • Digital technologies in learning practices
        • Children's interaction with digital technologies
        • Children's experiences of space and place

      • Research Outputs &
        Interests

        Books

        Sakr, M. (2017) Digital Technologies in Early Childhood Art: Enabling Playful Experiences. London: Bloomsbury.

        Sakr, M., Trivedy, B., Hall, N., O’Brien, L. & Federici, R. (2018) Creativity and Making in Early Childhood: Challenging Practitioner Perspectives. London: Bloomsbury.

        Sakr, M. & Osgood, J. (forthcoming, Ed.) Postdevelopmental Approaches to Childhood Art. London: Bloomsbury.

        Peer-reviewed articles

        Sakr, M. (2018). Multimodal participation frameworks during young children’s collaborative drawing on paper and on the iPad. Thinking Skills and Creativity. Available online prior to print publication: https://www.sciencedirect.com/science/article/pii/S1871187118300853

        Sakr, M., Connelly, V., & Wild, M. (2018). Imitative or Iconoclastic? How Young Children use Ready‐Made Images in Digital Art. International Journal of Art & Design Education, 37(1), 41-52.

        Elwick, A., Osgood, J., Robertson, L., Sakr, M., & Wilson, D. (2018). In pursuit of quality: early childhood qualifications and training policy. Journal of Education Policy, 33(4), 510-525.

        Sakr, M. (2017). ‘We’re just gonna scribble it’: The affective and social work of destruction in children’s art-making with different semiotic resources. Contemporary Issues in Early Childhood, 18(2), 227-239.

        Osgood, J., Sakr, M., & De Rijke, V. (2017). Dark play in digital playscapes. Contemporary Issues in Early Childhood, 18 (2), 109-133.

        Sakr, M., Connelly, V., & Wild, M. (2016). Narrative in young children's digital art-making. Journal of Early Childhood Literacy, 16 (3), 289-310.

        Sakr, M., Connelly, V., & Wild, M. (2016). “Evil Cats” and “Jelly Floods”: Young Children’s Collective Constructions of Digital Art Making in the Early Years Classroom. Journal of Research in Childhood Education, 30(1), 128-141.

        Sakr, M., Jewitt, C., & Price, S. (2016). Mobile experiences of historical place: A multimodal analysis of emotional engagement. Journal of the Learning Sciences, 25(1), 51-92.

        Price, S., Sakr, M., & Jewitt, C. (2016). Exploring whole-body interaction and design for museums. Interacting with Computers, 28(5), 569-583.

        Kucirkova, N., & Sakr, M. (2015). Child–father creative text-making at home with crayons, iPad collage & PC. Thinking Skills and Creativity, 17, 59-73.

        Sakr, M., Price, S. & Jewitt, C. (2014) The semiotic work of the hands in scientific inquiry. Classroom Discourse, 4 (2).

        Book chapters

        Sakr, M. (forthcoming) Children’s photography as sense-making. In M. Sakr & J. Osgood (Eds.) Postdevelopmental Approaches to Childhood Art. London: Bloomsbury.

        Sakr, M. (2017) Which comes first: the story or the text? How digital affordances challenge us to re-think children's construction of narrative during art-making. In S. Garvis & N. Pramling (Eds.) Narrative in Early Childhood Education: Communication, sense-making and lived experience. London: Routledge.

        Kucirkova, N. & Sakr, M. (2017) Personalised story-making on the iPad: Opportunities for developing the self and building closeness with others. In C. Burnett, G. Merchant, A. Simpson & M. Walsh (Eds.) The Case of the iPad: Mobile Literacies in Education. Berlin: Springer.

        Sakr, M., Connelly, V. & Wild, M. (2015) The semiotic work of teachers' writing in displays of young children's drawings. In A. Archer & E. Breuer (Eds.) Multimodality in Writing: The state of the art in theory, methodology and pedagogy. Bingley: Emerald.

        Sakr, M. & Kucirkova, N. (2015) Making the 'here' and 'now': Rethinking children's digital photography with Deleuzian concepts. In A. Hackett, L. Proctor & J. Seymour (Eds.) Children's Spatialities: Embodiment, emotions and agency. Basingstoke: Palgrave.

        Publication Feed

        'We’re just gonna scribble it': The affective and social work of destruction in children’s art-making with different semiotic resources

        Sakr, Mona (2017) 'We’re just gonna scribble it': The affective and social work of destruction in children’s art-making with different semiotic resources. Contemporary Issues in Early Childhood, 18 (2). pp. 227-239. ISSN 1463-9491

        Multimodal participation frameworks during young children’s collaborative drawing on paper and on the iPad

        Sakr, Mona (2018) Multimodal participation frameworks during young children’s collaborative drawing on paper and on the iPad. Thinking Skills and Creativity, 29 . pp. 1-11. ISSN 1871-1871

        In pursuit of quality: early childhood qualifications and training policy

        Elwick, Alex and Osgood, Jayne and Robertson, Leena Helavaara and Sakr, Mona and Wilson, Dilys (2018) In pursuit of quality: early childhood qualifications and training policy. Journal of Education Policy, 33 (4). pp. 510-525. ISSN 0268-0939

        Early Years Training and Qualifications in England: Issues for policy and practice

        Osgood, Jayne and Elwick, Alex and Robertson, Leena Helavaara and Sakr, Mona and Wilson, Dilys (2017) Early Years Training and Qualifications in England: Issues for policy and practice. Discussion Paper. TACTYC.

        Early Years Teacher and Early Years Educator: a scoping study of the impact, experiences and associated issues of recent early years qualifications and training in England

        Osgood, Jayne and Elwick, Alex and Robertson, Leena Helavaara and Sakr, Mona and Wilson, Dilys (2017) Early Years Teacher and Early Years Educator: a scoping study of the impact, experiences and associated issues of recent early years qualifications and training in England. Project Report. TACTYC.

        View more publications

      • Funded Research &
        Knowledge Exchange Projects

      • Engagement &
        Impact

        Mona works with many early years practitioners on developing early years pedagogy with a particular focus on the role of the digital technologies in young children’s play and learning. Currently she is managing the project ‘Apps for Children: Practitioner Perspectives’ which involves workshops with practitioners involving explorations and discussions around the latest apps for children. The book ‘Creativity and Making in Early Childhood: Challenging Practitioner Perspectives’ was written with practitioners, following from another series of workshops focused on the use of video observations in order to reconceptualise children’s creativity and the role of the adult in facilitating it.

         

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