Unit 10- research:

For this project I will be required to create an engaging resource that will appeal to children within the aged 5-11 years range. The topic, theme and form of medium is completely open but it must fit in with the assigned target audience. I will be researching the entire 5-11-year-old age range so that I can gather relevant information on what each ag range might already have learned, how each medium is presented for an age and what they can continue to learn from them.

Target audience:Even though the main target audience for this project is children aged 5-11 years, mine will be aimed specifically at children within the aged 6-8 year–old category because I’ll have more free reign with topics regarding of what 6-8-year-olds might become more engaged with and/or how I can turn something they don’t know much of exciting to learn about. They also have longer attention spans than the younger age (and are more capable of problem-solving and have a wider knowledge of vocabulary (creativity Institute, 2015).

Story books and print material (secondary research):

5-year-old children:Children aged around five years old are probably still in the process of learning the basics of reading (Creativity Institute, 2015) so the limited text avoids overwhelming the young child. Children of this age range still tend to have shorter attention spans than the higher end of the 5-11 years bracket of approximately 10-15 minutes for an activity of interest (Day2Day Parenting, 2013) but they still have an interest in learning about family, school scenarios and what happens in our world (Creative Institute, 2015).

(Weatherill, S, 1994) (Kerr, J, 1991)

Much of the text is also in a clear black font which, yet again, allows the younger age to focus on it easier. As for the illustrations, many of the story books for 5-year-olds will have the majority of the page made up of the illustrations with the text outside them or being surrounded by them. Relating back to the shorter attention spans of these their attention is more likely to be captured to the story due to the colourful, bold illustrations. One book I came across has a mixture of drawn illustration and real life pictures- possibly to promote the theme of the book which is real world connections (family, friends and how we interact with others).

(Weatherill, S, 1994)

All the front covers for these children’s books have the same style of illustrations as the rest of inside the book.

(Hughes, S, 2006) (Hughes, S, 2006)

Especially for the younger age range, many of the books have the text split into paragraphs of no more than one or two sentences and contain very pain yet vague language- possibly because those who are still getting to grips with the basics of reading. (Creativity Institute, 2015). Content-wise, from researching the various types of children’s books out there a number of them are purely story and fiction and some explore real world scenarios and topics such as family connections, nature, friendship. Some of these are even explained through a story which is what children aged five are most keen to investigate at this stage.

Six to nine-year-old children:The attention span for the average 6-7-year-old range differs from the younger range with a span of around 30 minutes maximum for a novelistic activity of interest (Day2Day Parenting,

2013). This is the stage where they are understanding a lot more about the world, different feelings and thoughts people have (Creative Institute, 2015).

Regarding the content of these books, this can vary now between what boys and girls find interesting. However, because their attention spans are higher and they have learned how to read and write to a more advance level, they are likely to cope with more mature topics, chapters and more fictional, adventure settings (Creative Institute, 2015).

(Lavelle, S, 1994) (Lavelle, S, 1994)

This children’s book has pages of the text which are much lengthier than the storybooks for the younger age range portraying the possible details of a story children aged 6-9 years may desire along with proof of their higher attention spans. Even though the content of the story is entirely fiction it does tell a hidden message through the story regarding an event which does happen in the real word- animals getting lost or going missing with human characters present. Illustrations are more detailed, possibly showing a more grown-up example even for the 6-year-old range. The front cover also matches the illustration style as in the rest of the book.

(Lavelle, S, 1994)

(Snicket, L, 2007) (Snicket, L, 2007) (Snicket, L, 2007)

This book is clear from the cover and style of illustrations that this is a book that’s aimed at the higher end of the 5-11 age bracket; the darker colours and mythical creature indicate a fantasy or mystery-based plot which is what the 6-9+ age range tend to gain an interest for at this stage (Creative Institute, 2015). The story is split into chapters, the text is smaller and there is more detail present.

Interviews (primary research):

(Pulford, G, 2016)

References:Creativity Institute, (2015) available at: (Accessed: 21st September 2016)Creativity Institute, (2015) available at: (Accessed: 21st September 2016)Creativity Institute, (2015) available at: (Accessed: 21st September 2016)Creativity Institute, (2015) available at: (Accessed: 21st September 2016)Creativity Institute, (2015) available at: (Accessed: 21st September 2016)Creativity Institute, (2015) available at: (Accessed: 21st September 2016)Creativity Institute, (2015) available at: (Accessed: 21st September 2016)Day2Day Parenting, (2013) available at: (Accessed: 21t September 2016)Day2Day Parenting, (2013) available at: (Accessed: 21t September 2016)Hughes, S. (2006) Alfie’s World. Great Britain: The Bodley HeadHughes, S. (2006) Alfie’s World. Great Britain: The Bodley HeadKerr, J. (1991) Mog and Bunny. London: Picture LionsLavelle, S. (1994) Snowy. Oxford: Oxford University pressLavelle, S. (1994) Snowy. Oxford: Oxford University pressPulford, G (2016) Email to Tom Hamer, September 29th

Snicket, L. (1999) Series of unfortunate events: The Reptile Room. London: Egmont Books Ltd.Snicket, L. (1999) Series of unfortunate events: The Reptile Room. London: Egmont Books Ltd.Snicket, L. (1999) Series of unfortunate events: The Reptile Room. London: Egmont Books Ltd.Weatherill, S (1994). Baby Goz when I grow up. Great Britain: Frances Lincoln Ltd.