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.
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:
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.
Sakr, M. & Scollan, A. (in press) The Screen and the Sand-Timer: Integrating the Interactive Whiteboard into the early years free-flow learning environment. Journal of Early Childhood Research.
Sakr, M. (in press) Young children drawing together on the iPad versus paper: How collaborative creativity is shaped by different semiotic resources. International Journal of Education and the Arts.
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).
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.
Sakr, Mona and Scollan, Angela (2019) The screen and the sand-timer: the integration the interactive whiteboard into an early years free-flow learning environment. Journal of Early Childhood Research . ISSN 1476-718X (Published online first)
Sakr, Mona and Osgood, Jayne , eds. (2019) Postdevelopmental Approaches to Childhood Art. Bloomsbury, London. ISBN 9781350042544
Osgood, Jayne (2019) You can’t separate it from anything!: glitter’s doings as materialised figurations of childhood (and) art. In: Postdevelopmental Approaches to Childhood Art. Sakr, Mona and Osgood, Jayne , eds. Bloomsbury, London.
Sakr, Mona (2018) Young children drawing together on the iPad versus paper: How collaborative creativity is shaped by different semiotic resources. International Journal of Education and the Arts . ISSN 1529-8094 (Accepted/In press)
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
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.