Presenter(s): Angela Bonehill, University of Wolverhampton/ Centre for Research in Early Childhood (CREC), England

Research aims

This study explores the interplay between home tutors, children, and parents. It explores stakeholders’ perceptions, experiences and interactions of home tutoring and how they shape relationships and learning processes.

Relationship to previous research works

The UK Department for Education (DfE) highlights the role of education in social mobility and community outcomes but provides limited insight into addressing diverse learning needs. Researchers make relevant links to the intersubjective experiences in learning (Trevarthen and Aitken, 2003), meeting unmet needs (Dawson, 2010), and framing home tutoring as "school choice by default” (Davies, 2004), as well as linking to societal pressures and cultural values, raising concerns about equity and stress on children (Bray, 2023).

Theoretical and conceptual framework

Bronfenbrenner's ecological systems theory examines how family and societal layers influence tutoring. Constructivist theories underscore learning as an active, individualised process. "Professional love" (Page, 2017) and human-centred approaches align with home tutors' roles in fostering trust, emotional support, and personalised learning environments.

Paradigm, methodology, and methods

This study integrates constructivist, humanistic, and pragmatic paradigms, blending child-centred, relational, and adaptable approaches. Perspectives were triangulated through an online survey, focus groups, pen portrait interviews, and children’s activities.

Ethical considerations

Participants’ privacy was protected through pseudonyms and voluntary participation. Ecological theory guided ethical practices, ensuring a fair representation of experiences and respecting familial, societal, and individual dynamics.

Main finding or discussion

The kaleidoscope metaphor reflects the dynamic relationships influencing a child's learning. This study is also addressing gaps in face-to-face tutoring research and its developmental impact.

Implications for practice or policy

This research underscores relational and contextual approaches to tutoring, providing insights for policies fostering equitable education. It highlights post-pandemic growth in tutoring, power dynamics, personalised learning environments.

Keywords: childhood education, relational pedagogy, ecology, context

Presenter(s): Melanie Yates-Boothby, University of Wolverhampton, England

Research aims

This study aims to explore children’s perspectives on strategies used in the classroom to promote positive behaviour, motivation, and engagement.

Relationship to previous research works

Previous studies of classroom behaviour demonstrate the importance of involving young children in research and giving them agency in the early primary classroom (Yildiz et al., 2020; Baker et al., 2023).             

Theoretical and conceptual framework

Theoretical frameworks based on the polyvocal Mosaic Approach (Clark and Moss, 2005) and an integrated framework incorporating self-determination theory (Deci, 1971; Ryan and Deci, 2020) and basic motivation theory proposed by Urhahne and Wijnia (2023) were central to the design.

Paradigm, methodology and methods

This embedded case study was conducted within a qualitative interpretative paradigm, to gather the experiences of six Nursery children and three staff members selected by purposive sampling through multi-methods design.

Ethical considerations

Informed written consent was gathered from all participants, including children. Additional verbal assent was gathered from children before research activities, and children’s right to refuse or withdraw from participation was respected. All data was anonymised, and pseudonyms were used for reporting.          

Main findings or discussion

Findings suggest children’s self-regulation, motivation, engagement, and self-determination development are supported through respectful relationships and opportunities to develop autonomy. The frequency of behavioural incidents can then potentially be reduced as children recognise that their voices are being heard and used to inform policies impacting them in school.

Implication for practice or policy

Teachers understanding the importance of children’s autonomy and awareness of the impact of stickers and extrinsic rewards on intrinsic motivation and engagement may be key to supporting children’s self-regulation and self-determination thus reducing behavioural incidents in schools.             

Keywords: children, behaviour, motivation, self-determination, autonomy,

Presenter(s): Kerry Holman, Canterbury Christ Church University, England

Research aims

This study aims to create new knowledge through young children’s voices about what it means to ‘feel safe’, adopting a participatory approach in order to inform a local charity’s work with primary schools.     

Relationship to previous research works

Children are experts in knowing and recording their own worlds (Berson et al., 2019); when we collaborate with children, new social structures can emerge in which everyone’s voice is heard (MacNaughton, Hughes and Smith, 2007).              

Theoretical and conceptual framework

The research is embedded within a child-centred approach, alluding to Vygotsky’s (1978) sociocultural learning theory.

Paradigm, methodology and methods

The study was conducted within a qualitative, interpretive paradigm. For the second academic year running, undergraduate early childhood studies students adopted the Mosaic Approach (Clark and Moss, 2001) collaborating with young children to explore ‘what it means to feel safe’ using child-friendly, participatory methods including drawing, photovoice and videography. This academic year, students collaborated with around 20 young children (aged 3 to 10), adopting a convenience sample.

Ethical considerations

The project formed part of a formative assessment for students, thus institutional ethical approval was gained. Students undertaking the research with young children obtained parental consent, and assent from children. Children could stop the research whenever they wished, with decisions and voices respected by the students.

Main finding or discussion

Data is still under analysis;         

Implications, practice or policy

the findings will be used by a local organisation to support their outreach work with primary schools to support age appropriate discussions around human safety. This presentation acknowledges lessons learned from the second iteration of this project and how it links to my own doctoral research.    

Keywords: participatory, collaborative research, undergraduate degree, safety

Presenter(s): Sole Scudeiri, University of Derby, England/ Germany

Research aims

This qualitative analysis uses secondary sources to investigate pedagogical documentation (PD) practices’ impact on children's agency.

Relationship to previous research works

Literature findings highlighted how the co-constructed learning deriving from discussing documentation evidence and the democratically re-negotiated narratives around PD showcase the latter as the "mediating artefact" accompanied by teachers' intentional revisiting, making up an "affordance network" enabling children's agency (Carr and Lee, 2012, p.42).

Theoretical and conceptual framework

The reconceptualist approach valuing children as meaning-makers (Dahlberg and Moss, 1999), alongside concepts of participation and metacognition as pertaining to children's agency, have informed the research.

Paradigm, methodology and methods

The research paradigm is, as described above, reconceptualist. I used a combined research strategy entailing two data sets, the thematic analysis of which is based on deSousa’s (2019) axes of participation alongside indicators of metacognition and self-regulation in children 3-5 as in Robson’s (2016) study to devise a framework to give an original contribution.

Ethical considerations

I selected credible, reputable and ethically sourced datasets. The secondary nature of the research entails corroborating the ethical soundness of the datasets and committing to not bring their authors into disrepute (Largan and Morris, 2019).

Main finding or discussion

Findings show PD promoting children’s agency in ECE by helping them build a positive sense of identity, create adult-child and child-child relationships, showcase their understandings and creations in the environment and promote creation of and reflection on knowledge.

Implications, practice or policy

A focus on metacognitive strategies ignited by peer interactions within PD processes, especially in children 2-3, would be desirable in practice to consider the sustainability of the metacognitive and participation repercussions of PD.

Keywords: pedagogical documentation, agency, metacognition, participation, peer and self-advocacy

Presenter(s): Lisa Goddard, University of Modena and Reggio Emilia, Italy

Research aims

This presentation explores how young children challenge dualisms to co-construct understandings of the concept of “nature” through arts-based and playful encounters.       

Relationship to previous research work

The study draws upon Taylor’s (2012) reconceptualization of the relationship between children and nature, Murris’ (2016) posthuman child, and Torres-Beguines et al.’s (2024) application of Murris’ and Taylor’s concepts to children’s worlding.       

Theoretical and conceptual framework

The study is grounded in posthumanist and postqualitative concepts including intra-action and ethico-onto-epistemologies (Barad, 2007), situated knowledges and worlding (Haraway, 2016).        

Paradigm, methodology and methods

This postqualitative research (St. Pierre, 2011; Jackson & Mazzei, 2012) involved arts-based provocations (Pacini-Ketchabaw et al., 2017) with 10 pre-k children. Participants were invited from a class of children already in relationship with the researcher. Data were constructed from transcribed conversations and children’s photography.

Ethical considerations

A relationship between the researcher and children existed prior to the study. Research activities were carried out in children’s regular daily activities. Children’s guardians provided informed consent for their child’s participation, and children who chose to participate were asked for ongoing assent. The author gives credit to the children for their photographic work. 

Main finding or discussion         

Children critically questioned assumptions about nature (both the researcher’s and their own), and the data revealed conceptions of nature as entangled relationships between themselves, more-than-human beings, and materials. This highlights the importance of considering the ethics, ontologies, and epistemologies in child-nature encounters.         

Implications for practice and policy       

Children's perspectives elucidate the need to dissolve boundaries between nature and not-nature. This requires reconsideration of our role as educators and what assumptions about the world we bring to the experiences we offer our children.     

Keywords: child-nature, worlding, posthumanist pedagogies, co-constructed knowledge, ethics

Presenter(s): Jessica Parr and Natasha Harrison, Blackpool Better Start/ Centre for Early Child Development (CECD), England

Research aims

Using an improvement science approach (Bartman et al., 2018) the Blackpool Better Start Partnership have supported parents, educators and the community to work collaboratively towards a shared understanding and ethical approach to school readiness, testing the effectiveness of co-developed school readiness, priorities, practice and provision.

Relationship to previous research work

Our ‘Ready Steady School’ project focuses on fostering positive relationships and supporting children's development, rather than addressing perceived deficiencies. It applies Bronfenbrenner's Ecological Systems Theory (1979), emphasising the importance of the role parents and educators, environments, and the wider community have on supporting children’s development, for them to be able to make the most of the learning opportunities available to them in school.

Theoretical and conceptual framework

Using the Scottish Model of Infant Participation (Infant Pledge, 2023) and Leuven Scales of Well-Being and Involvement (Laevers, 2005) children are provided with authentic and ethical opportunities to influence what readiness for school looks like for them.   

Paradigm, methodology and methods

The study utilises qualitative and quantitative methods including focused discussion, case studies and questionnaires to further test and learn from 112 Blackpool families about resource application, with consideration of child outcomes.         

Ethical considerations

Consent covered participant anonymity and right to withdraw without impeding access to resources. Pseudonyms are used in dissemination. Ethical approval for this project was granted through NSPCC research review process.

Main finding or discussion

Results indicate co-designed school readiness priorities and resources useful for practitioners, parents, and children, promoting collaboration.            

Implications for practice and policy

Learning demonstrates the impact of researching with, not doing to, children, parents and communities, supporting shared school readiness goals towards capturing children's voices and perspective to establish impactful outcomes.             

Keywords: school readiness, collaborative working, child development, shared understandings, improvement science

Presenter(s): Susanne Rice, University of Portsmouth, England

Research aims

To investigate the positive and negative impact that different ratios have on children’s language development and school readiness when transitioning from differing early years settings into primary education.          

Relationship to previous research work

Research shows that children learn better from good quality interactions with adults (Wasik & Hindman, 2005). It also shows that the increase in ratio provides less opportunities for these interactions which are essential for language development (Munton et al., 2002).    

Theoretical and conceptual framework

This study will draw upon Vygotsky’s socio-cultural theory which highlights the importance of social interactions that are important for acquiring language, whilst the statutory framework for the Early Years Foundation Stage (EYFS) (DfE, 2024) serves as the basis for school readiness.       

Paradigm, methodology and methods

This study will be conducted mainly within a post-structuralist paradigm, with a rhizomatic influence. The data will be collected through mixed methods utilising surveys and interviews, collecting both quantitative and qualitative data. Discourse analysis will be the main form of analysis.           

Ethical considerations

All participants will be provided with both information sheets and consent forms. Participants will be over the age of 18 and can withdraw their consent at any point.     

Main finding or discussion

From a childminder’s perspective, having a lower adult to child ratio has a positive impact on children’s language development, by offering frequent quality interactions. The EYFS (DfE, 2024) has different requirements for the adult to child ratio depending on the type of setting, ranging from 1:3 up to 1:13.    

Implications for practice and policy

Findings will highlight the impact that different ratios have on language development, school readiness and how language skills impact children’s overall academic achievements.

Keywords: language development, school readiness, EYFS, ratio, childminders

Presenter(s): Janey Maxwell, Newcastle University, England

Research aims

This Masters research project explored the prevalence of vocal health issues in early years practitioners (EYPs), the support available and ways to protect their vocal health.     

Relationship to previous research works

Teachers are more prone to vocal health issues than the general population (Benšić et al., 2024), but little research has been done focusing on Early Years Practitioners (EYPs).

Theoretical and conceptual framework

The theoretical framework for this paper draws upon constructivist theories of learning (Piaget, 1950). 

Paradigm, methodology and methods

The study was conducted within a qualitative interpretive research paradigm with some quantitative analysis (Denzin and Lincoln, 2018). Data was gathered via online questionnaires and responses were received from 104 EYPs. The information gathered was analysed and related to published articles about vocal health issues experienced all by teachers. 

Ethical considerations

Participation was voluntary and consent forms were received, participants were anonymised, and they were given the opportunity to withdraw from the study at any time.          

Main finding or discussion

The results suggested vocal issues are common amongst EYPs. Few had received teacher specific vocal training specifically prior to starting their careers and most participants thought their vocal well-being was impacted by their working environment. Those who had experienced vocal problems, usually had difficulties obtaining professional advice and support in a timely manner.

Implications for policy and practice

This small research project indicated EYPs need greater understanding of vocal health, to minimise issues and provide healthy working environments, and easily accessible free medical support when required. My doctoral research aims to clarify the data collected in the previous study, expand this field of expertise, and develop vocal health awareness and training for professionals in our sector.

Keywords: vocal health, teacher training, early years professionals

Presenter(s): Sarah Zerika, University of Geneva’s Centre for Children's Rights Studies, Switzerland

Research aims

This study explores school climate as experienced by young children through visual, interactive, and child-centred methods. Research questions include: How do children describe their school experiences? What factors contribute to their sense of well-being within the school environment?

Relationship to previous research works

Research underscores the role of positive school climates in socio-emotional development, yet young children’s voices remain underrepresented, particularly through qualitative approaches (Wang & Degol, 2016). This study addresses this gap by employing research methods that encourage children to express their perspectives.        

Theoretical and conceptual framework

Grounded in the school climate framework (Cohen et al., 2009; Lewno-Dumdie et al., 2020), this research examines domains such as relationships, emotional and physical security, the learning environment, and children’s subjective perceptions, providing a holistic understanding of their school experiences.             

Paradigm, methodology and methods

This qualitative study, inspired by the Mosaic Approach (Clark, 2005), employs observations and semi-structured interviews with parents and teachers in three alternative schools in French-speaking Switzerland. Visual methods (Literat, 2013), such as drawing and toy-facilitated interviews, were used with children to reduce power imbalances and encourage free expression.    

Ethical considerations

Ethical safeguards include visually engaging consent forms incorporating images to ensure understanding and support the explanation of the research purpose, age-appropriate research methods, and a feedback session to acknowledge children’s contributions.  

Main finding or discussion

Preliminary findings reveal that children describe their experiences by emphasizing the importance of friendships, play, and outdoor spaces in fostering a positive school climate.         

Implications for practice and policy

This study provides insights for educators and policymakers, emphasizing the importance of involving young children in discussions about their well-being to create inclusive and supportive school environments.    

Keywords: school climate, young children, mosaic approach, visual methods, well-being

Presenter(s): Lauren Henderson, Swansea University, Wales

Research aims

This ongoing study is investigating nursery practitioners’ perceptions of children’s participation rights and how children under 5 experience these rights.  

Relationship to previous research works

There is little research that focuses on the enactment of children’s participation rights specifically within early years settings (Wall et al. 2019). Correia et al. (2019) highlights the need for further research into the daily experiences of young children’s participation rights within early childhood education.         

Theoretical and conceptual framework

The theoretical framework for this study draws upon work linking the capability approach and children’s rights (Biggeri & Karkara, 2014; Stoecklin & Bonvin, 2014).  

Paradigm, methodology and methods

This study will follow a multimethod qualitative approach utilising interviews, document analysis, and observations focused on children’s participative behaviours. In addition to observations, following the guidelines of the mosaic approach (Clark & Moss, 2005), children’s perspectives will be listened to using various participative methods co-produced with the nursery practitioners.             

Ethical considerations

Practitioners and gatekeepers were provided with an information and consent form and ongoing assent from the children will be negotiated throughout.              

Main finding or discussion         

Data collection for this project will begin in January 2025, so this paper intends to discuss the early findings from this ongoing study relating to practitioner perceptions of children’s participation rights and how this impacts their day-to-day pedagogical practice and children’s experiences of these rights.   

Implications for practice and policy

The findings of this project will add to the evidence base relating to the enactment of children’s participation rights within ECEC settings in Wales and may be able to discuss how pedagogical practices can impact these rights.             

Keywords: participation rights, pedagogical practice, practitioner perspectives, children’s perspectives, nurseries

Presenter(s): Nina Taylor, Early Childhood Studies student at The Open University, United Kingdom

Research aims

This study reflected on the use of a listening tool to ascertain whether engaging children as co-participants in listening activities  offers insights into what is meaningful in their lives.

Relationship to previous research work

Participatory methods and photo elicitation have been used extensively to explore various aspects of children’s and young people’s lives (Burke 2008; Einarsdottir, 2005; Rasmussen and Smidt 2001; Clark and Moss, 2001).

Theoretical and conceptual framework

The study was embedded within a socio-cultural perspective, viewing children as competent agents in their learning and acknowledging their right to be listened to and viewed as capable citizens (UNCRC, 1989, Kjorholt, 2005).

Paradigm, methodology and methods

The children were two grandchildren siblings (7 and 4). Photos were taken in our local community of places we had visited or seen frequently.  These were viewed jointly to allow reflection on spaces that are meaningful. A digital voice recorder captured discussions for discourse analysis later.

Ethical considerations

Consent was obtained from  parents as gatekeepers and in accordance with BERA guidelines it was important that the children indicated their willingness to participate. Observation of their behaviour throughout indicated when they wanted to finish.

Main finding or discussion

The photos reflected places we  visited and although some sparked interest,  the children  identified important  places that were omitted, indicating some mismatch between  what I chose and what they may have chosen.

Implications for practice and policy

With hindsight there were ethical issues concerning who was in control of the activity. To prevent participatory methodologies becoming tokenistic researchers  should address the unequal power balance between adults and children so they become equal partners in the research process.

Keywords: participatory research, action research, listening to children, children's voice, ethical concerns

Presenter(s): Claire Butterly, Mary Immaculate College/ LINC programme, Ireland

Research aims

The aim of this research is to capture the child’s perspective on inclusion in ELC.

Relationship to previous research works

In 2016, Ring discussed the benefits of high-quality early intervention in inclusive pre-school settings for children with additional needs are well-documented, however, access to pre-school education for children with additional needs in Ireland has been a much-neglected area.      

Theoretical and conceptual framework

An adapted version of Guskey's (2002) framework for evaluating continuing professional development (CPD) underpins the present research (LINC Consortium 2019)

Paradigm, methodology and methods

The perspective of the child was captured through using a video and ‘talking mats’ methodology (Ring and O Sullivan 2019).  3 settings self-nominated themselves to engage in the research. Children and educators wore child friendly cameras on their clothes to capture a video recording of how they experienced a day in their setting. Educator also wore a camera. Recordings were 1-2 hours in length. Children engaged in a semi-structured conversations based on the video observations and the key principles of inclusive practice were identified.

Ethical considerations

Ethical approval was granted by the MIREC. Considerations included: Parental consent, consent from the setting and the educators and child assent. It was explained to children that their participation was voluntary and they could withdraw at any time. The researcher stayed attuned to children’s verbal and non-verbal cues to ensure assent continued throughout the process.

Main finding or discussion

Key findings included elements of the LINC competency framework for inclusion (LINC Consortium 2019) being evident across each setting and providing a basis from which to understand how children experience and perceive inclusion in their environment. Key elements of inclusive practice were also identified.      

Implications for policy and practice

The LINC programme is supporting educators in leading inclusive culture, practice and pedagogy in their settings, however further research is needed here.    

Keywords: early childhood, inclusion, educators, training, child participation            

Presenter(s): Rachel A. Pollard, Centre for Research in Early Childhood (CREC)/ Birmingham City University (BCU)

Research aims

This study aimed to establish a parent-mediated musical play programme for preschool children with Autism Spectrum Condition (ASC) and communication delays, empowering parents to use musical play at home and create inclusive environments for sensory needs.            

Relationship to previous research works

Based on findings from the SALTMusic project (Pitt, 2020), this research highlights music's role in enhancing communication for children with ASC, incorporating insights on parent-mediated interventions from Hernandez-Ruiz (2020).

Theoretical and conceptual framework

The research combines Bronfenbrenner’s (1979) ecological systems theory and Ayres' (1972) Sensory Integration Theory to develop a programme that helps parents choose musical activities based on their child's sensory profiles.

Paradigm, methodology and methods

The study used a participatory action research design to involve parents in co-developing a musical play programme. It utilised qualitative and quantitative methods, including observations, reflective journals, and pre- and post-intervention questionnaires. Data was analysed revealing emergent themes.

Ethical considerations

All participants received a consent form and information letter before the programme began, and ongoing informed consent was obtained from the children. Pseudonyms ensured confidentiality. The programme was flexible and respected the unique sensory and emotional needs of children with SEND, allowing participants to leave the research at any time without consequence.             

Main finding or discussion

The findings indicated that a parent-mediated programme effectively supports home musical play, boosting parents' confidence and enhancing children's communication and sensory engagement. It also emphasised the need for safe spaces for SEND families to connect and support one another.

Implications, practice or policy

The study highlights the need for family-centred interventions that empower parents and a greater understanding of the benefits of sensory-integrated approaches.

Keywords: parent-mediated practice, musical play, SEND, sensory integration, safe spaces, parental empowerment.

Presenter(s): Kayla Halls and Mona Sakr, Middlesex University, England

Research aims

Government-funded early education and care provision is being extended to children aged 0-2 years old in English nurseries. With this increase in funding and attention comes an urgent need to reflect on how we think about quality provision in the baby room and the extent to which babies' voices are included in discussions of quality care and education.

Relationship to previous research works

This research extends previous work about ethical engagement with infants to discussions of quality (Cheeseman, Press, and Sumsion, 2015; Elwick, Bradley, and Sumsion, 2014).

Theoretical and conceptual framework

The research is framed by discussions of babyhood that question dominant conceptualisations of quality (Fenech, 2011) and the ethical responsibility of pedagogues to responsively engage with babies in matters that concern them (Cheeseman, 2017).

Paradigm, methodology and methods

We conducted desktop research in the pragmatist tradition to understand what quality looks like for babies (King, 2022). We read 138 academic articles focused on quality group-based provision for babies.

Ethical considerations

We accounted for ethics by conducting a comprehensive search of global literature from a range of databases to represent a diverse array of perspectives on quality for babies.

Main findings or discussion

We examine the current positioning of babies' voices in conceptualisations of quality; we highlight the sector’s ethical responsibility to hold space for responsive and reflective encounters with babies within forthcoming conceptualisations of quality.

Implications for policy or practice

The time is right to highlight the sector’s responsibility to attend to babies' voices in conceptualisations and enactments of quality.

Keywords: quality, babies, infants, quality of ethics, children’s voices

Presenters: Dr Alison Moore, University College Cork, Ireland

Research aims

This paper examines the facilitation of child voice through an open listening climate in early years settings (Moore, 2022). The lived experiences of parents and children are shared through Portraits. This engagement is important in providing a holistic worldview of the child (Moore, 2020).

Relationship to previous research works

The concept of child wellbeing is viewed as complex and considered from a deficit perspective [Pollard and Lee, 2003; Elfer and Dearnley,2007; Page, 2011).

Theoretical and conceptual framework

A theoretical and conceptual framework was developed that weaved together an ecological model (Bronfenbrenner, 1979) and a rights-based lens (Lundy, 2007).

Paradigm, methodology and methods

A praxeological approach was applied (Formosinho and Formosinho, 2012; Pascal and Bertram, 2012, 2016). Data was collected through semi-structured interviews with five parents and four senior managers. Nineteen practitioners from early years and family support participated in focus groups.

Ethical considerations

The research adhered to the EECERA Ethical Code (Bertram et al., 2015, revised 2024). The study is rooted in work within the community, collecting multiple perspectives from children and families. This supports the principle of ‘giving credence to diverse voices’ (Moore, 2022, p:118).             

Main finding or discussion

The findings evidence good practice and positive outcomes for children’s and parents’ wellbeing through listening cultures. Some disconnect within the multi-professional context resulted in children’s wellbeing being misdirected and the emphasis placed on parental support.   

Implications for policy and practice

Recommendations for policy and procedures at strategic and operational levels may be extracted from the findings. Holistic approaches fusing the relationship between the setting and parents should be considered, when deciding how best to support children and parents’ wellbeing from a multi-profession perspective.

Keywords: child wellbeing, open-listening climate, child rights, early years, family support

Presenter(s): Dr Sarah Chicken (1), Jacqui Lewis (1) and Dr Jacky Tyrie (2); (1) University of the West of England (UWE), England, (2) Swansea University, Wales

Research aims

This presentation highlights complexity in working ethically with a Child Advisory Board (CAB) in a large-scale ESRC-funded project exploring participative rights of children aged 3-7 in Wales.  Welsh policy context embraces an ongoing commitment to children’s rights (Murphy et al, 2022).               

Relationship to previous research works

The importance of listening to children’s views and incorporating them into decision-making, is well-documented but also problematised (Chicken & Tyrie, 2023). Principles of participatory research (Gaillard et al., 2018; Collins et al., 2020) and conditions for voice (Lundy, 2007) informed the CAB’s implementation.            

Theoretical and conceptual framework

Theoretical and conceptual framework: We adopted a social constructionist stance (Berger & Luckman, 1991), viewing childhood as a social construct (James & Prout, 1997) and axiologically positioning children as capable, agentic meaning-makers (Malaguzzi, 1993).       

Paradigm, methodology and methods

Reggio-Emilian philosophy influenced the methodological design, emphasising the plurality of voice and use of symbolic languages (Malaguzzi, 1993). Lundy’s (2007) participatory model provides a framework to consider ethically the responsibility towards the host school, which has a context of multiple indices of deprivation and regulatory scrutiny.  

Ethical considerations

The research adhered to BERA ethics guidelines (2024), which is built on via relational ethics (Tracey, 2010), addressing continual assent (Huser et al., 2022) through multi-modal approaches.

Main finding or discussion

Findings reveal the ethical complexity of working with a CAB, highlighting the significance of ‘space’ (Lundy, 2007) within a participation model.  There are tensions between leading creativity in child research and foregrounding the authentic voice of the child in relational contexts. 

Implications for policy and practice       

Implications, policy or practice: These findings have implications for researchers using a participation framework in planning a CAB to foster voice and agency.      

Keywords: ethics, child advisory board, participation, space, creativity

Presenter(s): Francesca Brown-Cornwall, University of Staffordshire, England

Research aims

Research question: Can adults provoke Higher Order Thinking and pleasure simultaneously for positive developmental progress in two-year-old children?

Sub questions:

1. What activities or conditions elicit Higher Order Thinking, smiles and laughter in two-year old children?

2. What can adults do to maximise upon this in practice?

Relationship to previous works

This study follows up the findings from a preceding study which was presented at BECERA in February 2023 https://www.crec.co.uk/becera-posts/higher-order-thinking-and-the-smile-and-laughter-response-in-two-year-old-children 

Theoretical and conceptual framework

The research adopts a praxeological design (Pascal and Bertram 2012, Oliveira-Formosinho and Formosinho 2012) whereby research is carried out with early childhood educators and has an emphasis on making visible their values, processes and reflection to transform future practice using carefully chosen data collection materials and methods to portray their ecospheres.        

Paradigm, methodology and methods

The multi-modal case studies with participants based at four school-based nurseries and one sessional care service included semi structured focus group interviews, plus submitted videos and photographs of the anecdotes they were referring to in their answers. The implicit tool was the video call itself, which captured the visuals, tonality, expressions and relationships of the participants during the semi-structured focus group interview.  

Ethical considerations

Participation was voluntary, with data protected by Microsoft and Institutional technology exceeding ISO 27001 standards. Identities were anonymised, and no personal details were recorded.

Main finding or discussion

Informed by discursive, content and thematic analysis, themes of relationships, playful learning; performance, literacy activities and sensory play, human biology, equity, humour and development, and language of laughter were generated.

Implications for practice or policy

Fostering high-quality relationships, sharing joy through adults creating suspense, encouraging expression, and using repetition, making this approach a sustainable, equitable method of impactful support for two-year-olds.

Keywords: pleasure, higher order thinking, equitable practice

Presenter(s): Samantha Hulston, The Open University, United Kingdom

Research aims

This research explores how young children embody engagement with stories during an adult-initiated playful activity.

Relationship to previous research works

Young children’s movements during adult-led shared readings are often devalued (Sipe, 2008). Indeed, bodies can be made invisible within classrooms (Zembylas, 2007). Research has started to reprioritise the body in child-led activities (Daniels, 2021a, 2021b). Less is known about how children use their bodies during adult-initiated playful activities linked to stories.  

Theoretical and conceptual framework

Combining sociocultural (Gee, 2015) and sociomaterial (Burnett & Merchant, 2020) perspectives towards meaning-making, I define embodied engagement as how meanings are both intentionally conveyed through and unexpectedly arise in the body. This definition is applied to multimodal approaches (Kress, 2010) to consider and interpret the characteristics of young children’s movements to explore stories during a playful activity.  

Paradigm, methodology and methods

Situated within an interpretivist paradigm (Denzin & Lincoln, 2017), I used a microethnographic methodology (Bloome et al., 2005) to conduct video observations during playful activities within Reception classrooms. 16 children were selected using maximum variation criteria, including children with varying communication strategies.         

Ethical considerations

Researching with young children necessitates age-appropriate consent and assent procedures. Following O’Farrelly & Tatlow-Golden (2022), I created visual consent documents, using visual similes to explain research concepts. I also used Huser et al.’s (2022) discussions around silence and stillness to monitor for assent or dissent (Cocks, 2006).       

Main finding or discussion

Findings illustrated that children’s embodied engagement included expansive physical movements, affording children agency over the trajectories of an adult-initiated playful activity.   

Implications, practice or policy

These insights suggest the value of attending to expansive movements as valuable and ethical expressions of agency.        

Keywords: embodied engagement, meaning-making, agency, stories, playful activities

Presenter(s): Jane Murray (1), Stephanie Flower (1), (2), Leanne Skelton (3), Chrissie Murray (3); (1) University of Northampton, England, (2) Oxford Brooks University, England (3) Monkey Puzzle Nursery Irthlingborough, England

Research aims

Can translating theory into practice support development of educators’ teaching and young children’s learning in an English nursery? If so, how? If not, why not?

Relationship to previous research works

Magic Learning (ML) builds on Young Children are Researchers (YCAR, BaYCaR) (Murray, 2017a,b; 2024).            

Theoretical and conceptual framework

ML draws on children as knowledge constructors (Fleer, 2009; Hedges, 2022; Murray, 2017a) and participatory emancipatory research (Habermas, 1987; Kemmis and McTaggart, 2005; Kovach, 2005).

Paradigm, methodology and methods

ML interlinks constructionism and constructivism. Instrumental case study explores ‘an issue of concern’ (theory into practice) illustrated by ‘a bounded case’ (Creswell, 2013:99): educators’ praxis wisdom leveraged as professional development to co-investigate how epistemological theory (Murray, 2017a) translates to statutory characteristics of effective learning (DfE, 2024). Purposive sampling facilitated observations of children aged 0-5 (n=36) by Educator-Researchers (n=12) in a self-selected nursery, and surveys and interviews with Educator-Researchers (n=12). Data analysis features descriptive statistics (quantitative) and inductive thematic analysis (qualitative).

Ethical Considerations

Adult participants received information about ML’s purpose and ethics, including no harm, withdrawal rights, no incentives, and respecting privacy and security (BERA, 2024; EECERA, 2015). Parents consented for children. Educator-Researchers’ were trained in disclosure protocols and children’s ongoing assent, and adopted an ethic of care.

Main finding or discussion

Educator-Researchers bring praxis wisdom to observe, evaluate and understand young children learning by researching.       

Implications, practice or policy

Educators’ learning and teaching can develop and young children’s deep-level learning is reified when Educator-Researchers co-investigate how theory of young children’s research may translate to required practice.

Keywords: young children, young children as researchers, educator-researchers, knowledge construction, professional development

Presenter(s): Katie Freeland, Knowledge Transfer Partnership (KTP), University of Northampton, England

Research aims

This twenty-month Knowledge Transfer Partnership (KTP) aims to develop a toolkit (EASAL) demonstrating how high-quality play and learning environments support children’s speech and language development.      

Relationship to previous research works

Research identifies key features of high-quality learning environments that enhance children's speech and language development, linking environmental quality to the quality of children’s utterances (Richardson, 2023a). This study builds on these findings by developing the Environment Audit for Speech and Language (EASAL) to assess these features.        

Theoretical and conceptual framework

The research adopts an interactionist perspective, drawing on Tomasello’s (2003) theory of social language development and Bronfenbrenner's (1979) focus on the critical role of the environment in development, emphasising how environmental interactions influence young children’s speech and language growth.

Paradigm, methodology and methods

A quantitative multiple case study approach is used to assess language use in preschool settings, with forty-four early years settings participating. EASAL is completed in each setting and analysed alongside type token ratio (TTR) calculations from children’s speech transcriptions, captured via body-worn cameras.           

Ethical considerations

The use of body-worn cameras presents ethical complexities (Richardson, 2023b). Rigorous ethical protocols ensure voluntary participation, along with informed parental and child consent with the right to withdraw at any point. Anonymity is maintained through the use of pseudonyms.

Main finding or discussion

Initial findings indicate that when environments, whether indoor, outdoor, or natural, score higher using EASAL, preschool children’s language use is of a higher quality.  

Implications for policy and practice

The findings will inform early years practice and policy, particularly in relation to enhancing the design of environments that support speech and language development.   

Keywords: knowledge exchange, speech analysis, high-quality environments, body-worn camera, speech and language development

Presenter(s): Dr Shabana Roscoe (1), Daniel Kuria (2); (1) University of West London, England, (2) The University of Sheffield, England

Research aims

We present ethical reflections associated with an international project exploring the relationship between Digital Play (DP) and well-being (Responsible Innovation in Technology for Children).      

Relationship to previous research works

We address the need for more literature on the ethical challenges of researching young children's DP at home. Indeed, digital technologies and their 'postdigital' (Jayemanne et al., 2016) integration have reshaped the research 'context' (Plowman, 2015).      

Theoretical and conceptual framework

To identify the ways in which particular dimensions of each child’s subjective well-being were related to their DP, we used an ecocultural framing (Weisner, 2002) to also explore implications of the various diverse contextual factors these were situated within.       

Paradigm, methodology and methods

This ethnographically-informed research took an interpretivist/pragmatic approach and employed qualitative methods across multiple visits. This presentation draws on a sub-set of 20 children and their families (UK). Selected participants reflected a diverse balance, in terms of race/ethnicity, sex/gender, age, socioeconomic status, neurotypical/diversity, and physical differences.

Ethical considerations

One of the challenges we encountered was with procedural ethics sometimes conflicting with ‘family-centred’ ethics i.e. our use of WhatsApp for families to share participant-generated data. Other in-practice ethical dilemmas included: gifting a Tablet; introducing a new DP experience - and alleviating parental concerns about its content; and conducting fieldwork virtually. Also considered are what happens to ‘children’s labour’ within DP experiences and who has access to this in-game data.

Main finding or discussion

A critical understanding of ethics as both ‘procedural’ and ‘relational’ (Sultana, 2015), requiring an iterative interaction between them.

Implications for policy and practice

It emphasises important practical considerations for university ethics committees and researchers conducting similar research.            

Keywords: ethical dilemmas, young children, digital play, home, technology

Presenter(s): Clare Daniels, University of Wolverhampton/ Centre for Research in Early Childhood (CREC), England

Research aims

This case study investigated how flow experienced in video games can inform and enhance the design of engaging physical games for children.             

Relationship to previous research works

Building on Csikszentmihalyi (1998) flow theory and contemporary studies in game-based learning, this research addresses the gap between digital engagement strategies and their application in physical game contexts to support growing obesity and inactivity levels in young children (Sport England, 2023).  

Theoretical and conceptual framework

The research is grounded in flow (Csikszentmihalyi, 1998) and motivation theories (Ryan and Deci, 2000) which have been used to inform the creation of The Games Framework.              

Paradigm, methodology and methods

My positionality champions children and their voice and opinions (United Nations, 1989). Therefore, an interpretivist paradigm is used in this qualitative case study (Angen, 2000; Stake, 1995). The boundaries of the case were defined, and qualitative child led methods employed including observation, focus groups, interviews and reflective practice with the focus on confirmability (Guba and Lincoln, 1985).

Ethical considerations

University ethical approval was obtained alongside consent from the setting, participants, parents/ carers. Ongoing consent was given from the children to safeguard their participation through activities designed to authentically hear their voice (United Nations, 1989). All participants were given pseudonyms to ensure anonymity (Musgrave, 2019).     

Main finding or discussion

Initial findings identified five themes: success and achievement, balancing skill and challenge, personalisation and autonomy, emotional regulation and resilience, flexible game design and feedback. All of which can bridge the engagement gap between digital and physical games.    

Implications for practice and policy

Historically physical education policy has been underrepresented and needs to evolve in our current time to meet the generational needs of our young people. The Games Framework provides a structure which can influence in all settings, thus contributing to a reduction in inactivity and obesity statistics.              

Keywords: flow, physical games, motivation, video game design, game design

Presenter(s): Dr Lois Ferguson and Eleanor Milligan, University of East Anglia, England

Co-author(s): Dr Kimberley Bartholomew, Dr Kate Russell, University of East Anglia, England

Research aims

How does a realist approach support development of a child- and practitioner-centred mindful pedagogy?       

Relationship to previous research work

Research on mindfulness in early years (EY) education highlights benefits for children and practitioners, including improved practitioner wellbeing and children’s executive function, self-regulation, and socio-emotional development (Culotta et al., 2024; Thierry et al., 2016; Flook et al., 2015). However, mindfulness-based interventions (MBIs) in EY settings face challenges regarding feasibility, inclusivity, and sustainability (Holt et al., 2022). MBIs often follow rigid, prescriptive formats, overlooking the diverse needs of participants. Practitioners may lack agency, training, or feel overwhelmed by implementation demands. MBIs do not often consider children’s diverse learning needs, resulting in ineffective outcomes.        

Theoretical and conceptual framework

A realist approach explores how, why, for whom, and under what conditions interventions work, thereby supporting more effective intervention developments (Pawson & Tilley, 1997).

Paradigm, methodology and methods

Positioned within the realist paradigm, a realist methodology combines evidence synthesis, consultations, and programme testing for multiple perspectives. 11 EY practitioners, 10 EY academics and 1 mindfulness expert were purposefully selected to develop a mindful pedagogy.

Ethical considerations

Concerns over practitioner wellbeing, accessibility and inclusive practice were addressed through providing training, ongoing support, CPD resources to practitioners, and ensuring the mindful pedagogy was flexible and adaptable to accommodate children’s diverse needs and interests.

Main finding or discussion

Early findings demonstrate the effectiveness of a realist approach in creating a mindfulness programme responsive to complex needs and contexts.      

Implications for practice and policy

This work showcases the potential of realist approaches to foster ethical, inclusive, and sustainable EY programmes that enhance wellbeing, learning, and development for both children and practitioners.    

Keywords: realist, mindfulness, interventions, inclusive, mindful pedagogy

Presenter(s): Jude Brown, University of Wolverhampton/ Centre for Research in Early Childhood (CREC).

Research aims

How does engaging in mindfulness meditation practice shape the parenting of children under three?

·       What are parents' perceptions of practising mindfulness meditation? 

·       How does a shift in awareness shape parenting practices?

·       How might this lead to the dissemination of practice in supporting parenting?

Relationship to previous research works

This study examines the impact of brief mindfulness practices on parent-child relationships, emphasising how conscious and present parenting can be transformative. Duncan et al. (2009) introduced a mindful parenting model comprising five dimensions that enhance parent-child interactions: fostering attention and awareness regulation. 

Theoretical and conceptual framework

The theoretical and conceptual framework is grounded in contemporary mindfulness theories (Kabat-Zinn, 2013) and adopts a phenomenological perspective (Brown & Corden, 2009), highlighting attention and awareness (Brown & Ryan, 2003). 

Paradigm, methodology and methods

This interpretative phenomenological case study involved four parents of children under three, documenting their individual experiences using cultural probes (Gaver et al., 1999) and mindful inquiry dialogue (Shapiro and Bentz, 1998). Participants were chosen through convenience sampling and had not previously practised mindfulness. 

Ethical considerations

Following ethical approval, information sheets and consent forms were provided for all adult participants. Comprehensive details regarding anonymity and the right to withdraw were also included. The names of participants have been anonymised. 

Main finding or discussion

This presentation showcases the findings and analysis from the fieldwork, highlighting how mindfulness enhances parental emotional regulation, fosters relationships, promotes presence, and shapes perceptions. It also explores the link between mindfulness and nature, emphasising its potential to support parental psychological well-being. 

Implications for policy and practice

Findings will be shared with early years professionals to enhance their understanding of mindfulness's benefits for new parents' well-being.

Keywords: mindfulness, nature, parenting, wellbeing, relationships

Presenter(s): Louise Hannan, Centre for Research and Early Childhood (CREC), England

Research aims

• What is wellbeing and self-care?  

• How can strategies promote wellbeing for staff in an ECEC setting?  

• What are the implications for practice for others in an ECEC setting? 

Relationship to previous research works

Early years work is emotionally laborious (Elfer, 2012) and we have a recruitment and retention crisis in the profession. Additionally, an increasingly people are suffering from stress and low levels of emotional wellness across sectors (CIPD, 2022).     

Theoretical and conceptual framework

Qualitative research is chosen as it is deemed efficient to capture human experience. Qualitative data reduces breadth but increases rigour through the depth. The process of thickening data is ideal for the constructivist paradigm used.    

Paradigm, methodology and methods

The Praxeological paradigm changes the research process into an empowering approach and therefore more democratic. Often giving voice to the participants themselves and adhering to a high level of ethics. Creative and practical methods were used to gather information. Six participants requested to be part of the project and all requests were granted.

Ethical considerations

The project was approved by University Centre Somerset. Therefore, processes were approved before they were deployed. Considerations included: informed consent, openness and honesty, right to withdraw, protection from harm, debriefing and confidentiality.    

Main finding or discussion

Main findings were themed to be awareness, time and breathing techniques. This process had taught participants de-stress techniques, made them reflect and give them a focus on the time to do so. This had lowered anxiety.    

Implications, practice or policy

The project recommends that other settings attempt to use a similar format to promote staff wellbeing and self-care with their teams. While this has a cost implication, benefits could be long lasting.          

Keywords: wellbeing, workforce, retention, self-care, staff

Presenter(s): Zoe Raven, Acorn Early Years, England

Research aims

This research paper considers the application of care ethics to interactions with babies, toddlers and pre-school children in early years settings in the UK.              

Relationship to previous research works

It uses the data and findings of a doctoral research project completed in 2023 to examine the concept of ethical encounters in early years practice.      

Theoretical and conceptual framework

Feminist ethics of care (Noddings, 1984; Tronto, 1993) and care theory (Hamington, 2004; Garboden Murray, 2021) provide a framework for examining the implementation of care-full interactions.

Paradigm, methodology and methods

The research used qualitative methods within a social constructionist and abductive approach with relational methodology. The research data comprised 37 interviews with 42 individuals, 11 focus group participants, and cross-disciplinary research material.   

Ethical considerations

All data have been anonymised, and consent forms were completed by all interviewees, who volunteered, or were invited to participate, in line with a planned cross-section of roles and provision types. Children were not directly involved.

Main finding or discussion

The main findings of the research were that care-ethical encounters can be facilitated or discouraged by organisational factors, particularly those which affect pace. The fourth phase of care, “care receiving” provides an insight into the ways in which children’s responses to interactions and care routines, including those that are non-verbal, can inform reflective practice.          

Implications for policy and practice

The adoption of an ethic of care at an organisational level can support early years professionals to implement care-ethical interactions within early childhood care and education, by encouraging slow pedagogy, care-full interactions and improving the understanding of early years professionals about the facilitating factors.     

Keywords: care ethics, care theory, slow pedagogy, care-full interactions, childcare practice

Presenters: Jessica Gray and Kathryn Morris, Blackpool Better Start

Research aims

The research aim to explore how supporting parents’ knowledge of their child’s communication style (Dempsey & Dunst, 2004) enables the voice of the child to be heard, facilitating ethical interactions and improved outcomes.

Relationship to previous research work

Speech, Language and Communication (SLC) needs amongst children in Blackpool is higher than similar authorities (Literacy for life, 2020). Blackpool Better Start SLC service has been developed in response to this and recognises the importance of early intervention (Heidlage et al. 2020) in minimising the impacts SLC needs can have (Hollo et al. 2014).

Theoretical and conceptual framework

The intervention follows the Hanen Spark Programme, coaching parents to use communication strategies in naturalistic interactions (Wolery, 1994), with a focus on ‘following the child’s lead’ (Weitzman 2017). During the intervention the child’s voice is captured using the Lundy Model of Participation (2007) and the concept of ethical interactions during early interventions are explored.

Paradigm, methodology and methods

Research follows the Mosaic Approach (Clarke, 2011) to capture the ‘voice of the child’ during the intervention and quantitative data through WellComm Assessments to track SLC progress.

Ethical considerations

Informed consent has been gained from participants. All have the right to withdraw at any time. Names have been replaced with pseudonyms.

Main finding or discussion

By following the child’s lead practitioners are able to make ethical choices and decisions that prioritize the interests of children. Drawing on parent’s skills leads to increased confidence and improved SLC outcomes for children.

Implications for practice and policy

This intervention shows that by coaching parents to ‘follow the child’s lead’ enables parents to ‘hear’ the child’s voice, and to support their children’s development.

Keywords: communication, child’s voice, coaching, child-led

Presenter(s): Vikki Wynn (1), Rebecca Cozens (1) and Sarah Dixon-Jones (2); (1) University of Sunderland, England, (2) Inspiring Foundations, England

Research aims

Having open discussions and the participation in research has developed significantly over the last year with the team at Inspiring Foundations. Confidence is growing in being able to articulate what is happening in practice and how to share their practitioner enquiry. Ethical encounters are an essential part of not only the research but throughout practice. The team wanted to explore what this means to the team and how it is integrated.              

Relationship to previous research works

The Federation is heavily influenced by Reggio Emilia and the notion of being co-researchers alongside the children and families. We are confident that ethical practice is fully integrated in the unique provision and bespoke curriculum.       

Theoretical and conceptual framework

Within the Federation, the approach that has been developed ensures children are protagonists of their own learning. We want all practitioners to experience this too, developing their own code of ethics that are embedded in practice and to understand the underpinning ethical considerations that align with the Early Education Code of Ethics (2011).  

Paradigm, methodology and methods

A participatory pedagogy is ongoing within a praxeological paradigm (Lyndon et al, 2019) through ongoing reflection, documentation and pedagogical mediation.        

Ethical Considerations

Continuous reflection supports ethical practice throughout the study with an awareness of the nature of participatory research.

Main finding or discussion

Initial findings demonstrate the team revert to the use of technician style language when exploring ethics in general, compared to their use of language when speaking about their curriculum.  

Implications, practice or policy

The team want to build on their knowledge of ethical practice to ensure they can clearly articulate this within their approach and research.    

Keywords: practitioner-enquiry, integrated ethical encounters, reflexivity, complexity, professional development

Presenter(s): Dawn Jones, (1) and Glenda Tinney (2); University of Wolverhampton, England, (2) University of Wales Trinity Saint David's, Wales

Research aims

The research considers how reflection upon the voices of reception children has enabled and demonstrated the importance of careful listening to what they have to say.            

Relationship to previous research works

The project applies critical reflection upon previous research (Jones et al, 2023) “What I really think about sitting straight, golden time and reward charts”: Gathering 4-year-olds views on behaviourist pedagogy in reception; drawing upon Clark's (2023) narrative of accelerated childhoods. 

Theoretical and conceptual framework

The theoretical framework utilises the 'pedagogy of listening' which is embedded within the Reggio Emilia approach (Rinaldi, 2006) while also embodying Clark's (2020) 'slow pedagogy'.         

Paradigm, methodology and methods

The methodology draws upon critical reflective thinking through the Mosaic Approach (Clarke, 2012), along with qualitative interpretation of reception children’s personal and collective narratives. The voice of children led the analysis of data; 45 participating children’s reflections, were carefully considered. Parents opted into their reception children being part of the research through the completion of a consent form.

Ethical considerations

Careful and respectful representation of their voice was an on-going process ensuring children’s voices are heard and their story is told honestly. The narrative style and presentation of the ‘Infants’ voice’ was shared with parents, to ensure a genuine reflection.

Main finding or discussion

The collective narratives of the child(ren) were the focal point for interpretation and supported the research team to be informed of the child’s thoughts and viewpoints on ‘what it is like to be in this space’ (Clarke, 2017, P.10).  

Implications for policy and practice

From such respectful relationships, the ability of pedagogues to hear and thus respond well has highlighted the grave need for time within educational practice

Keywords: reflective pedagogy, child's voice, time

Presenter(s): Caroline Wright and Karen Clyne, Bright Horizons, United Kingdom

Research aims  

To explore how ‘active listening’ in collaboration with parents, can reveal children’s ideas, thoughts and views.     

Relationship to previous research work

Studies, (Blaisdell 2017; McTavish, M., Streelasky, J. & Coles, L. 2012) underscore the value of children's perspectives and integrating their voices into practices.

Theoretical and conceptual framework

The Rights of the Child (UNCRC 1990), alongside Hart’s (1992) Ladder of Participation prompted reflection. Practitioners implemented strategies to ‘hear’ children, using Mosaic Approach (Moss & Clark 2011) to capture their voices. 

Paradigm, methodology and methods

A project involving 13 Bright Horizons UK nurseries, in South of England and Scotland. We ‘listened’ to children, aged 3-5 years old using art, photographs, stories, observations, and conversations to capture voices.  Children’s own ‘languages’ (Malaguzzi 2007), helped us understand what is important to them; how they see themselves, and their interpretation of diversity from their prospective.  

Ethical considerations

Prior permission from parents was sought and adults, including parents contributed as co-researchers and ‘listeners’. Withdrawal was permitted at any time; researchers were sensitive to verbal and semantic communications, judging whether or not children wanted to participate.

Main finding or discussion

Evidence indicates that children accept diversity unquestioningly. They talk about their views of their world and others, and those views are presented as a ‘matter of fact’, reflecting their personal experiences. Adults saw the world through children’s eyes and delighted in the awe and wonder of childhood.

Implications for practice and policy

This project influenced the way we respond to children’s voices; the Mosaic Approach is now embedded into pedagogy. Ongoing reflection informs inclusion of children’s voices to develop quality improvement strategy, recruitment and changes to environments.         

Keywords: diversity and belonging, children's voices, parent participation, listening to children, collaboration

Presenter(s): Helen Farmer and students from the University of Wolverhampton, England

Research aims

An investigation into a culture of listening that supports children’s learning and development and the undergraduate student’s role in hearing the voice of the child in early education.

Relationship to previous research works

Early years educators have an integral role in supporting young children’s development through listening. Clarke and Moss, (2021) state how educators should not create barriers to hearing the voice of the child nor make assumptions. This source is relied upon by students and contributes to the way they listen to children within placement.

Theoretical and conceptual framework

We will draw upon the concept of ‘a pedagogy of listening’ from the Reggio Emilia international approach (Horgan 2010). We explore learners as researchers and acknowledge how deeply engaged in observing, guiding, and facilitating inquiry and learning by actively listening to their children and families they work with.

Paradigm, methodology and methods

Qualitative data contributed to an initial case study analysis. The methodology is an interpretivist approach which draws upon professional practice. 

Ethical considerations

All ethical considerations were followed by BERA, (2024) and the university. Pseudonyms have replaced any named setting and or children/adult. Consent forms have been undertaken by learners.

Main finding or discussion

Findings will discuss how active listening is rooted in the pedagogy of listening, which revolves around the aspects of listening that foster engagement and the behaviours that facilitate genuine interaction with others. The basis of discussion will be narratives taken from student’s placement experiences.

Implications, practice or policy

Ensuring that a listening culture is created within early years environments support improvements in developing good practice in listening to young children. This is fundamental as young children’s views are imperative to inform policy and practice.

Keywords: listening, culture, pedagogy, values, children

Presenter(s): Joanne Benford and Flavia Ribeiro, Pen Green Centre, England

Research aims

This research develops an approach to enhance practitioner knowledge of schema theory to enable them to recognise, support and ultimately challenge children's emerging mathematical development.             

Relationship to previous research works

By offering children experiences and resources which interest them they are likely to be intrinsically motivated to explore and experiment and through their repeated patterns of action, develop partial concepts; a requirement for mathematical understanding (Piaget, 1965; Athey, 1990, 2007; Arnold, 1990, 2003; Mairs & The Pen Green Team, 2012, Laevers, 1997, Dweck, 2000, Krieglar, 2021). 

Theoretical and conceptual framework

A schema is ‘a pattern of repeatable behaviour...over time clusters of schemas become concepts (Athey, 2013). Understanding how children develop mathematical concepts links closely to the schema they use within their play. Key theory such as Assimilation & Accommodation (Piaget 1965), Gelman and Gallistel's counting principles (1986), Krieglars conceptual development (2021) and frameworks such as EYFS Mathematical Development (DfE, 2024) all influenced this research.

Paradigm, methodology and methods

This interpretivist study draws on the Practitioner Research methodology , case study and questionnaires. 18 Practitioners engaged in case studies based on their observations of a child engaging in playful activity, completed pre, mid and post study questionnaires, and participated in regular dialogue. Participants were all located within the Stronger Practice Hub locality.

Ethical considerations

Ethical considerations included Informed consent, assent and applying the ‘do no harm’ rule (BERA, 2018). Permissions continued to be reviewed throughout the research process.    

Main finding or discussion

Mathematical concepts develop through day to day playful activities. Observations have more meaning, and planning for children has been enhanced.         

Implications for policy and practice

Having time for reflection and dialogue considerably enhances understanding.             

Keywords: motivation, play, mathematics, patterns, concepts

Presenter(s): Elizabeth Carruthers, Children's Mathematics Network, England

Research aims

My research question was, what are the conceptual shifts in practice that a teacher may have to consider as she/he embarks on supporting children’s mathematics?

Relationship to previous research works

Carruthers and Worthington (2005)  identified that the beginning of mathematical thought can be found in the self-initiated, spontaneous, drawings and actions of young children drawn from their everyday cultural experiences.     

Theoretical and conceptual framework

This study is based on sociocultural theory (Vygotsky, 1978) where children’s cultural knowledge influences their mathematics.           

Paradigm, methodology and methods

The research was conducted within a qualitative, interpretive research paradigm (Benoliel, 1996) and case study methodology (Stake, 2006) was used. Data was gathered using questionnaires, interviews, written reflections of the participants’ classroom practice and focus groups. The participant teacher researchers volunteered when they were undertaking a masters’ module in early mathematics.

Ethical considerations

This study was approved by Bristol University Ethics Committee. The participants completed consent forms and reflected on their changing positions, giving them opportunities to withdraw if necessary.

Main finding or discussion

A main finding of the study was that the two case study Reception teachers shifted from a constructivist model to a child-centred /socio-cultural model of pedagogy. Detailed shifts in pedagogy were also reported outlining the ways that the teachers moved to child-orientated socio- cultural practices. These changes in practice were not easy if you are situated in a belief-system that is predominately adult-focused.

Implications for policy and practice

This study proposes a shift is needed in classroom practice, moving away from adult perspectives in early mathematics teaching, to authentically listening and noticing children’s own mathematics and their mathematical cultural knowledge.  

Keywords: socio-cultural practices, mathematics, child-centred, authentic listening, reception teacher

Presenter(s): Maulfry Worthington Children’s Mathematics Network, England

Research aims

This study’s aim is to highlight the importance of mathematical literacy for young children’s understanding of the abstract symbolic language of mathematics, and emphasise Article 13 (freedom of expression) of the UN Rights of the child (1989).           

Relationship to previous research work

Arising from doctoral research (Worthington, 2021) and studies of graphicacy (Carruthers & Worthington, 2006; Worthington, 2009; 2020), it is embedded in pretend play (Worthington & van Oers, 2016; Worthington et al., 2023) and ‘funds of knowledge’ (Moll et al., 1992; Worthington, 2018).      

Theoretical and conceptual framework

This study draws on cultural-historical and social-semiotic theories (Vygotsky, 1978; Kress, 1997); play (Vygotsky, 1978, Wood, 2019) and language acquisition (Lancaster, 2014).    

Paradigm, methodology and methods

In this longitudinal, ethnographic study, data were gathered in an inner-city nursery school, where democracy and freedom are respected, and free pretend play, graphicacy and children’s mathematics are well-understood. Written documentation of 3-4-year-olds’ play and graphicacy were analysed though interpretive methods.   

Ethical considerations

Guided by the principles of the Scientific and Ethical Review Board (2016), (Vrije Universiteit, Amsterdam), the parents were informed at every stage, and their consent sought. Parents were informed that they could withdraw their child at any time: one child was withdrawn and no data relating to him was used.   

Main finding or discussion

Analysis revealed that the democratic and open culture empowered children, fostering agency to communicate their mathematical thinking though their Mathematical Graphics, and enabling teachers to hear the voice of the child.             

Implications for practice and policy

The findings imply that early childhood curricula and policies should acknowledge the importance of children’s own graphical signs and symbols, and the significance of spontaneous pretend play.          

Keywords: children’s mathematical graphics, mathematical literacy, communication, spontaneous pretend play, agency

Presenter(s): Jenny Shaw, Busy Bees, United Kingdom

Research aims

This small-scale study aimed to explore how the pandemic impacted attachment relationships in Early Childhood Education and Care settings (ECEC).

Relationship to previous research works

Previous research has shown that when effective, the Key Person Approach (KPA) positively impacts children, families and educators (Elfer, 2006; Page and Elfer, 2013; White and Redder, 2015). However, it can be extremely challenging in practice (Page and Elfer, 2013). Additionally, ‘care’ in ECEC is frequently seen as inferior to ‘education’ and therefore often not a focus within training (Page, 2017; Rouse and Hadley, 2018).    

Theoretical and conceptual framework

The theoretical framework for this study draws on the theory of ‘Ethics of Care’ (Noddings, 2013) and alternatively a ‘Social defence system’ (Elfer and Dearnley, 2007) exploring to what extent educators engaged in these opposing concepts.          

Paradigm, methodology and methods

Taking a qualitative, interpretivist approach, using narrative inquiry, interviews were carried out with four educators from settings that had a strong understanding of KPA. The rationale was, participants would be able to reflect most effectively on the impact of Covid-19.

Ethical considerations

A consent form and information sheet were provided to all participants. Pseudonyms replaced their names, and they were given the opportunity to withdraw from the study at any time. The research was granted by the University of Sheffield’s ethics committee.          

Main finding or discussion

Findings indicate that the pandemic went some way to raise the profile of ‘care’ within ECEC and despite challenges faced, educators understanding of the KPA strengthened because of their experience.        

Implications for practice or policy

Findings contribute towards existing literature calling for attachment-based pedagogy to be a feature of educator training and has implications for managing the KPA during challenging times.

Keywords: key person, attachment, Coronavirus, training care

Presenter(s): Aimee Gardner, Early Years Lead Newham Music Education Hub/ Centre for Research in Early Childhood (CREC), England

Research aims

By placing mothers at the centre of practice, this study highlights the potential for the early childhood music sector to support maternal flourishing. Set in an inner-city music education hub, it examines the role of the practitioner in mother-centric practice, the nature of professional support offered, and the impact on wellbeing.

Relationship to previous research works

While research indicates that music-based interventions benefit women experiencing perinatal mental illness (Fancourt and Perkins, 2017–2019), few studies address the role of music in supporting the adverse mental health implications of a normative experience of matrescence (Fancourt and Perkins, 2018), fewer still practitioners’ experiences and development needs (Perkins and Miele, 2024). 

Theoretical and conceptual framework

Viewed through the lens of both practice and leadership, the study explores the concepts of Relational Facilitation (De Hann, 2008; Lyndon, 2021; Rogers, 1983) and Transformative Learning Practices (Gibbs, 1988; Mezirow, 1978) within the context of Matrescence (Athan, 2024).

Paradigm, methodology and methods

A qualitative, praxeological case study (Pascal and Bertram, 2012), data was gathered from two aptly-engaged practitioners and myself. Embedded autoethnographic techniques were employed through reflective conversations, semi-structured interviews and professional journaling.  

Ethical Considerations

In addition to procedural ethical rigour, consideration was shown for process consent through transparent, open communication, and remaining reflexive of the ethics of participation, power and equality throughout.         

Main finding or discussion

The study’s key finding was the dynamic interplay between spacious pedagogies, attuned practice and flourishing.

Implications, practice or policy

By providing evidence of effective models of practice and professional development, highly applicable to other third sector arts-in-heath programmes, this research has implications for current and future policy in this emerging area of public interest.     

Keywords: matrescence, early childhood music, attunement, spacious pedagogies, flourishing

Presenter(s): Eleanor Milligan (1), Viki Veale (2), Lorna Williams (3) and Janet Morris (4); (1) University of East Anglia, England, (2) St Mary's University, England, (3) University of Worcester, England (4) University of Greenwich, England

Research aims

·       How can we effectively bring together teachers and researchers to develop professional knowledge and confidence in ethical teaching practices in the Reception Classroom?

·       How do we make the unique challenges of this year group visible to school leaders, policy makers and the wider world?

Relationship to previous research works

·       Moyles (2001), Osgood (2006, 2010), Sachs (2016), Veale (2023), importance of play-based pedagogy and challenges in defending this in formalised school environments. 

·       Pascal and Bertram (2013), professional development to empower practitioners to advocate for developmentally appropriate practices.

Theoretical and conceptual framework

Participatory action research framework, emphasising collaboration and empowerment, allowing teachers to co-construct knowledge. Integrating theories of ethical practice and professional learning communities (Wenger, 1998), ensuring that research remains contextually relevant while fostering sustainable, reflective professional development.           

Paradigm, methodology and methods

A qualitative, constructivist paradigm, emphasising the co-construction of knowledge. Data collection from self-selecting Reception class teachers involved in network meetings, includes voluntary contributions to Padlet (representing views of approx. 130 teachers) and qualitative feedback surveys (completed by 39 teachers). Thematic analysis involving researchers and participants in a double hermeneutic (Giddings1993).    

Ethical considerations

Ensuring anonymity and confidentiality of participants’ contributions. We obtained informed consent, anonymised all data before analysis, and provided clear guidelines on voluntary participation.         

Main finding or discussion

·       Systemic pressures limit ethical encounters, causing cognitive dissonance and inhibiting agency 

·       Systemic support and ongoing training needed to embed ethical considerations in early years training, leadership and practice.

·       Importance of professional networks.

Implications for policy and practice

RCTN demonstrates the potential of grassroots initiatives in advancing ethical leadership, agency and resilience among early years educators.

Advocacy and lobbying are integral to professional networks. RCTN will present co-developed policy recommendations at Westminster.

Keywords: developmentally appropriate pedagogy, professional development, teacher advocacy,  teaching ethically, participatory action research

Presenter(s): Dr Paola Pedrelli and Emma Kettle, Birmingham City University, England

Research aims

Research aimed to explore the lived experiences of children with SEND, and minority children and families. Emma and Paola reflect on ethical encounters within their research aims, resonating with BECERA 2025 theme.

Relationship to previous research works

Current research draws on shortcomings of governmental guidance for supporting children with SEND in their transition to school (Backopoulou, 2022). However, voices/experiences of children with SEND starting school during a world-wide pandemic are missing, highlighting important gaps within literature. This aligns with silenced voices of minority children and families.

Theoretical and conceptual framework

The study draws on the Bioecological Systems Theory (Bronfenbrenner and Morris, 2006), considering complex changing landscapes and influences in the wider environment that children and families experience.           

Paradigm, methodology and methods

Conducted through an interpretivist paradigm (Denzin & Lincoln, 2018), innovative creative conversations were conducted with children with SEND, giving them a voice in research. Data is being analysed through reflexive thematic analysis (Braun and Clarke, 2022), aligning with Planning for Real participatory methods to develop ethical services for minority children and families.            

Ethical considerations

Ethical considerations, particularly consent/assent, were essential for this study, supporting BERA (2024) and United Nations Convention on the Rights of the Child (UNCRC) stance around ensuring children’s best interests were of primary consideration. Child-centered methods of consent were designed, aligning with Planning for Real participatory methods.

Main finding or discussion

Reflections will be made on ethical encounters with children, sharing the rich tapestry of lived experiences of children in research.

Implications for policy and practice

Study findings could support experiences of transition to school for children with SEND by influencing local/national policy around transition planning, especially in times of crises.

Keywords: transition to school, children’s consent and assent, Covid-19, ethical implications, children with SEND and minority children and families voice

Presenter(s): Zoe Lewis, Birmingham City University, England

Research aims

In this presentation I offer two provocations by thinking with a camera and generative AI. The aim is to reconsider ethics through a posthuman lens.              

Relationship to previous research works

Haraway (2016) uses the term ‘response-ability’ to highlight that ethics is not just about assuming responsibility for the other in research but reflecting on our own responsiveness to both the human and the more-than-human (Braidotti, 2013).            

Theoretical and conceptual framework

The posthuman researcher must consider the implications of their actions within the broader, more-than-human context (Barad, 2007). To do so requires a situated engagement within the unique configurations of relations and research encounters.           

Paradigm, methodology and methods

The presentation is situated within a critical posthuman research paradigm and post-qualitative approach. I begin with a provocation involving a young child and a camera during my doctoral fieldwork. I then share my reflections on posthuman ethical response-ability when recently revisiting these encounters with Claude, my generative AI thinking partner.        

Ethical considerations

Ethics and asymmetrical power relationships are entangled throughout the presentation. I demonstrate how posthuman response-ability addresses institutional ethical requirements but also goes beyond them.   

Main finding or discussion

The findings demonstrate that care-full attunement is required to listen to children’s multi-modal expressions of withdrawal and consent. They also challenge anthropocentric interpretations of knowledge production by thinking with AI and raise important questions regarding the human-centric limitations of institutional ethical processes.      

Implications for policy and practice

Researchers must become skilled translators between posthuman ethical frameworks and institutional compliance requirements. The key is in resisting extractive research approaches and creating encounters where knowledge emerges through complex, non-hierarchical interactions between researchers, children, technologies and material conditions.

Keywords: posthuman, response-ability, ethics, more-than-human, AI

Presenter(s): Shannon Ludgate, Birmingham City University, England

Research aims

As part of a qualitative study including observing pre-school children, consent lanyards were designed to support the children in providing, denying, or taking away their consent, at any point within the study.           

Relationship to previous research works

Taking into consideration Flewitt (2005), and Fraser et al.’s (2004) emphasis on the importance of gaining informed consent, and assent from young children, consent lanyards were used in the moment, to offer children opportunities to express their preference in unobtrusive ways.    

Theoretical and conceptual framework

With a happy face on one side, and a sad face on the other, the lanyards were age-appropriate in design, featuring universally recognised symbols.       

Paradigm, methodology and methods

Ethical considerations  

Prior to the study, children were informed of the consent lanyards and what they meant, including the difference between ‘happy’ and ‘sad’ faces, and what that represented when wearing the lanyards. Children were encouraged to confirm their understanding and ‘test’ the lanyards.  

Main finding or discussion

The children wore lanyards when they entered technology spaces (the focus of the research). Children often used the lanyards as tools to choose who could watch them play. Children playfully engaged with the researcher to give and take away permission, checking for the researcher’s response. Some children denied permission from the offset and carefully watched the researcher to ensure their views were responded to.  

Implications for policy and practice

What was clear, was that the children used the consent lanyards in informed ways, evidenced by checking, testing, and playing with them, and the researcher, to ensure their views were acted on. This suggests that pre-school children can make informed decisions regarding their participation in research studies. 

Keywords: Informed consent, consent lanyards, withdrawal, child voice, child participation

Presenter(s): Dr Nathan Archer, Independent Researcher, United Kingdom

Research aims

This paper reports on small-scale research which sought to understand the work of Montessori leaders in low-income areas.            

Relationship to previous works

In England, Montessori education has historically been the preserve of voluntarily and privately run Early Childhood Education centres. Montessori education is often defined by its exclusivity (BBC 2016) which belies its origins (Montessori 1942)  and the reality of who offers and who benefits from this approach. Notably, several Montessori settings operate in socio-economically disadvantaged areas. Despite multiple challenges, due to systemic failures of policy neglect and underfunding, these centres continue to serve traditionally underserved communities.        

Theoretical and conceptual framework

The paper draws on feminist theories and Montessori's early activism (Babini 200) to consider work in her name in contemporary contexts.      

Paradigm, methodology and methods

A qualitative interpretive research paradigm informed the approach.  Socio-economic background research and online interviews with centre leaders were conducted to form case studies of each setting. Interview data were analysed thematically.     

Ethical considerations

Participant consent was secured, and anonymity of individuals and settings was assured. Data protection was complied with and feedback to participants prioritised.        

Main finding or discussion

Two themes were discerned. Firstly, a commitment to social justice was explicit in the motivations of leaders. Leaders drew on Montessori’s writing to inform their values-based, relational leadership in challenging times.  Secondly, leaders exhibited ‘critical hope’ (Zembylas 2014). Such critical hope foregrounded both critique of unjust power relations and commitment to connectedness and solidarity.   

Implications for practice or policy

Discussion and conclusions highlight critical hope for social justice reframing the work of Montessori leaders in terms of their moral responsibility and their future focussed commitment to human flourishing.        

Keywords: underserved communities, social justice, Montessori, critical hope, leadership

Presenter(s): Kay Davey, Bridgwater and Taunton College/ Centre for Research in Early Childhood (CREC), England

Research aims

This small-scale professional enquiry aimed to empower myself and other professionals training early years students through the power of educated hope (Giroux, 2021).     

Relationship to previous research works

Education as a political or democratic act has long been discussed in philosophical concepts of education (Dewey, 2007; Freire, 1970; Moss, 2021: Shor, 1993). This study adds the voice of professional trainers to the existing narrative on the impact of neoliberal agendas (Archer, 2024).

Theoretical and conceptual framework

The theoretical framework underpinning the study is an adaptation of Bronfenbrenner’s (1977) ecological systems theory recognising how wider social systems, political ideology and policy impacts on the role of trainers.             

Paradigm, methodology and methods

The study followed a qualitative, interpretivist paradigm (Bailey, 2018), using auto-ethnographic and ethnographic methodologies (Fetterman, 2020) to highlight trainers' voices. Data collection involved three trainers engaging in an innovative use of mood boards for focus group elicitation (Spawforth-Jones, 2021) alongside reflective journal extracts (Ortlipp, 2008). Analysis applied an adapted version of Trombeta and Cox’s (2022) textual-visual thematic analysis framework.      

Ethical considerations

Working from a relational ethics of care (Adams et al., 2021) following guiding principles of empowerment and respect, all trainers working within the setting’s EY department were invited to participate. A combination of pseudonyms, informed consent and confirmation of accuracy were used alongside deep consideration of participants’ wellbeing.

Main findings or discussion

Findings demonstrate how neoliberal ideology impacts professional trainers both emotionally and practically whilst illuminating the need to support students’ political awareness.   

Implications for practice or policy

The study suggests that collective resistance among trainers could foster a critical education approach, empowering students to engage with the political dimensions of their roles.           

Keywords: professional training, early years students, political implications, empowerment, T-level

Presenter(s): Felicity Dewsbery, Pen Green Centre, England

Research aims

The research aims to explores how ‘supervision’ is experienced by early years practitioners alongside some of the benefits and challenges. I would like to understand practitioners’ perceptions of supervision. My goal is to develop a supervisory system for early years practitioners.

Relationship to previous research works

Soni (2019) discusses the practice of supervision within the early years sector in the UK. Elfer (2014) highlights misunderstandings of the function of supervision, in particular, its use as an audit tool.

Theoretical and conceptual framework

My model of supervision is relational and based on the work of Shohet and Shohet (2020).

Paradigm, methodology and methods

My research follows an interpretivist/naturalist paradigm. To be able to really look closely at the concept of supervision I have identified case study as a qualitative methodology to conduct my research. Data is gathered using in-depth interviews. Data is being analysed using reflexive thematic analysis alongside the 14 participants.

Ethical considerations

Research participants are colleagues, therefore Ellis (2007) ‘relational ethics' is applied. Participants are authentically engaged as co-constructers of the research and at each stage of the research I check in with them and I continuously ask myself questions about their levels of co-construction to ensure it is genuine. Reflections and adaptations of the research methodology are discussed.   

Main finding or discussion

Participants have shared their 'on top issues' of working in an Integrated Centre alongside their experiences and perspectives of supervision.       

Implications for policy and practice

The aim is to identify a supervisory model to be shared across the early years.             

Keywords: supervision, integrated centre, early years practitioners, case study, lived experiences

Presenter(s): Dr Opeyemi Osadiya, University of Plymouth, England

Research aims

This presentation highlights how ethical encounters with young children were successfully navigated during research whilst learning for sustainability in an early years setting in England.   

Relationship to previous research works

Research shows that young children are often excluded in decision-making regarding their participation in research as they are viewed as dependent, vulnerable, and lacking in competence and credibility (Harcourt & Quennerstedt, 2014).    

Theoretical and conceptual framework

Practitioners and children aged two to four years in an Essex day nursery worked within a combined framework of three theoretical perspectives: Vygotskian socio-cultural theory; Funds of Knowledge from Moll et al.; and Noddings’ Ethics of Care. These provided reflexive, reliable, respectful, and affectionate researcher-child relationships in the research.         

Paradigm, methodology and methods

The study design was a collaborative action research within a qualitative interpretive research paradigm (Denscombe, 2021). Participatory data collection methods which included a ‘pedagogy of listening’, observations; and documentation of children’s work, provided opportunities for children to contribute their own personal narratives.           

Ethical considerations

Child-friendly letters addressed to children were included with parental letters. These contained information that sought partnership and collaboration between researcher and children, and for children to decide whether to participate or not, without penalty.        

Main findings or discussion

Findings demonstrate that involving children in research in a genuinely respectful manner, where their voices are acknowledged and valued, encourages their autonomy to participate.         

Implicatons for policy and practice

Research with children should be based on a genuine listening attitude where researchers are aware of and willing to act upon ethical considerations such as issues of informed consent and dissent, power, access, and relationships (Mayne & Howitt, 2015).            

Keywords: collaboration, child-friendly, respectful, ethics of care, pedagogy of listening

Presenter(s): Dr Shabana Roscoe, University of West London, England

Research aims

This was a year-long study exploring how four- to five-year-olds agentially navigate their reception classroom’s rules during self-initiated play.        

Relationship to previous research works

It was situated within broader concerns about the reduction of ‘child-initiated’ play (Rogers, 2010) in place of ‘purposeful’ play (Bingham & Whitebread, 2012). Previously, key works focused on teachers’ provision (Bennet et al. 1997), however children’s experiences and views were noticeably absent.

Theoretical and conceptual framework

Emirbayer and Mische’s (1998) theorisation of ‘human agency’ to appreciate children’s activities and rationalisations; and Archer’s (1995, 2003) writings on agency/structure to consider how rules enable/constrain play.

Paradigm, methodology and methods

Following critical realism, analytical ‘tools’ were selected for explanatory power; and an ethnographic approach, and various qualitative techniques, to understand the ‘object’ of study. Educators supported a ‘diverse’ participant selection - five bilingual/one non-English speaking; three male/three female; two eldest/two youngest in class; two new to an EY setting.

Ethical considerations

I discuss the multistage approach I took before receiving six children’s consent - i.e. verbal assent; time to experience what participation would involve/ask questions; not disclosing parental consent had been received; interpretation/translation support; and meeting in pairs to mitigate peer pressure. Throughout fieldwork, various means were used to appreciate feelings about participation i.e. emotion cards, a thumbs up/down, and verbal/physical communication.

Main finding or discussion

An exemplification of the various steps one can take to ensure children are making an informed decision, and how multiple means can be used to observe ongoing assent.

Implications for policy and practice

Where young children’s participation is concerned, it’s important researchers patiently apply numerous means to ensure ethical participation.              

Keywords: young children, children’s assent, ethical consent, ethical radar, reception play

Presenter(s): Sarah C. Mead Jasperse, Emirates College for Advanced Education, United Arab Emirates

Co-author(s): Shannon Ward (2), Michelle P. Kelly (1), Javier Virues-Ortega (1), Shaza Attia (1) and Victoria Nguyen (1); (1) Emirates College for Advanced Education, United Arab Emirates, (2) Mohammed bin Rashid Center for Special Education operated by the New England Center for Children

Research aims  

Nineteen peer-reviewed journals were reviewed over a 40-year period to investigate (1) the extent to which assent methodology is reported in early childhood (EC) research and (2) what information is included when assent processes are reported.

Relationship to previous research work

This review extends work conducted by Mayne and Howitt (2014), who reviewed ethics reporting in EC journals between 2009 and 2012, and Morris et al. (2021), who reviewed assent practices in behaviour analytic journals.              

Theoretical and conceptual framework

Recommendations from the Preferred Reporting Items for Systematic reviews and Meta-Analyses standards (PRISMA; Page et al., 2020) were followed.              

Paradigm, methodology and methods

We searched journals for articles that included the word “assent.” Articles that met inclusion criteria were coded for assent detail, characteristics of assent procedures, rationale for waived assent, who waived assent, frequency of assent opportunities, who sought assent, and number and age groups of participants.     

Ethical considerations

No human participants were directly involved in the collection of data for this literature review. Ethical considerations were made when determining which journals to include, which variables to code, and how to present the findings to ensure fair representation and accurate reporting.     

Main finding or discussion

Following screening and review, 1,158 articles were found to report the use of assent practices. Most of these articles provided no specific details about assent procedures. Rarely was information provided about who seeks assent, when assent is sought, and how often assent is sought or waived.

Implications for practice and policy

Merely discussing assent and advocating for its implementation are insufficient to guarantee its effective execution by researchers. Clear procedures for seeking assent, rooted in empirical research, are warranted.             

Keywords: Assent, consent, research ethics, choice-based practices, autonomy

Presenter(s): Kate Dudley, Birmingham Newman University, England

Research aims

This paper explores early years practitioners' responsibility to engage in ethical encounters with children by adopting a Mosaic approach (Clark and Moss, 2001), informed by nomadic ethics (Braidotti, 2014) and diffractive practices (Barad, 2007).

Relationship to previous works

Drawing on a yearlong doctoral study in a reception classroom, this research explored understandings of children’s gender expression (Warin, 2023).

Theoretical and conceptual framework

Utilizing a qualitative, mosaic approach, this study embraced methods of multi-contextual listening, providing children with opportunities to engage with expressive methods such as photo-elicitation, digital cameras and observations of their play.

Paradigm, methodology and methods

Grounded in ethico-onto-epistemology (Barad, 2007), this research viewed knowledge as co-constructed through intra-actions between the practitioner, child, and the more-than-human world.

Ethical considerations

A robust ethical framework was followed, aligning with Barad’s principles and BERA guidelines (2018). Ethical approval was secured, and informed consent and assent were gained from the setting and all participants involved. This included age-appropriate methods for children to opt in or out of activities throughout the study.

Main finding or discussion

Braidotti’s (2006) concept of nomadic ethics suggests that ethics are entangled throughout our encounters with self, children, and the wider world, requiring us to remain responsive to shifting identities and relationships. In alignment with this, the research adopts Taggart’s (2015) ethic of care, emphasizing the importance of continuously reflecting on power dynamics and the evolving intra-actions between the researcher and participants—both human and more-than-human.

Implications for practice or policy

The findings highlight the need for early years practitioners to embrace diffractive practice and advocate for policies that recognize gender expression as a fundamental aspect of early years education and care.

Keywords: Mosaic Approach, entanglements, early years, ethics, diffractive practice  

Presenter(s): Hafsah Zakariyya, Early Years Alliance/ Centre for Research in Early Childhood (CREC), England

Research aims

This paper explores ‘Imposter Syndrome’ (Clance & Imes, 1985) focusing on three senior leaders, reflecting on their career to date, highlighting key events that were prominent within their leadership journey.    

Relationship to previous research works

Research has so far focused mainly on gender as the causal factor, (Chase and Martin; 2021; Ilbury, 2022; ) however, failing to acknowledge other intersectional aspects of leadership (Aspinall and Jacobs; 2023; Johnson and Fournillier, 2021). Therefore, a knowledge gap was evident for me to carry out my research on participants from ethnic minority backgrounds. 

Theoretical and conceptual framework

The research draws upon Bronfenbrenner’s ecological theory as systematic influences such as political and environmental factors impact upon ‘Imposter Syndrome’ (Nadal et al, 2021).  

Paradigm, methodology and methods

Research was done from an interpretive paradigm in the form of a case study using the life story approach. Data was collated during a series of semi-structured interviews and analysed through reflexive thematic analysis (Braun and Clark, 2022; Campbell et al, 2021).

Ethical considerations

Information sheets and consent letters were given to participants ongoing ascent was asked (BERA, 2024). Anonymity was protected throughout as participants were numbered as well as upholding the principles established by Gorman (2007) to ensure ethics were robust.

Main finding or discussion         

Key themes emerged focused on intersectional elements of leadership, such as racism inadvertently affecting their confidence, leading to self-doubt.    

Implications for policy and practice

Nonetheless, this project highlights that more needs to be done, to better support senior leaders by offering mandatory training which helps with CPD, as well as having a service available for leaders to communicate with others going through similar experiences.         

Keywords: professional identity, intersectional leadership, racism, imposter syndrome, ethnographic

Presenter(s): Victoria Jefferies, Edge Hill University, England

Research aims  

In the context of impatient ECEC fixated on measuring its effectiveness (Biesta, 2012; Rosa, 2019), I explore the resistance potential of a playful pedagogy of adventure (Albin-Clark and Archer, 2023).  I define adventure as a hedonistic experience, nourished by curiosity and combining challenge and adversity.

Relationship to previous research works

Drawing on outdoor learning (Sandseter et al, 2023) and Froebelian and Reggio approaches (Giamminuti, 2024), I further consider adventure in light of common worlding (Malone and Crinall, 2023) and enchantment (Bennett, 2016).

Theoretical and conceptual framework

My pedagogical experience of the embodied attachment and reflexivity required in ECEC informs my epistemological and ontological positions: making the world visible by rendering ‘the familiar strange and the strange familiar’ (Clough, 2002:8) and exploring story entanglements (Ingold, 2016).         

Paradigm, methodology and methods

Through a constructivist lens, meaning is co-constructed, not extracted from child data-mines (Spyrou, 2023). Using autoethnography to incorporate multi-modal methods, I weave my story of becoming an educator together with children becoming through adventurous pedagogy (Murris, 2013; Ingold, 2015). Storied moments were recorded as they developed organically in a PVI setting with 150 families on roll.

Ethical considerations

Ethically, the grey area of ‘who owns the story?’ led me to write and share a storybook with children to ensure ongoing consent.       

Main finding or discussion

Prioritising children’s rhizomatic development through adventure, the learning space becomes ‘agora’ (Poulsen, 2022), a meeting place for co-construction of the curriculum.  Adventurous pedagogy incorporates children’s ontological voice (Papatheodorou, 2009). Autoethnography can weave reciprocity into research processes.       

Implications for policy and practice

Autoethnography amplifies the oft-silenced voices of educators (Henderson, 2018) broadening our epistemological base (Taguchi, 2009) while adventure promotes agency.          

Keywords: autoethnography, agency, adventure, resistance, entanglement

Presenter(s): Jennifer Robson (1), Eirini Gkouskou (2) and Francesca Zanatta, (2); (1) University of East London, England, (2) University College London, England

Research aims  

This practitioner inquiry aims to deconstruct and analyse the dilemmas of teaching research ethics in undergraduate degrees in the field of Early Childhood Studies (ECS).             

Relationship to previous research works

The centrality of ethics in the field of ECS is addressed in the empirical literature (Lyndon, 2023). Giovaccio-Johnson (2011) considers the teaching of applied ethics in the professional formation of ECS practitioners. Solvason (2017) argues for the value of ethics also in ECS research.  The teaching of research ethics is however unexplored in the discipline of ECS.   

Theoretical and conceptual framework

Dean’s (2009) interpretation of Foucault’s theory of governmentality forms the theoretical framework in this study. Governmentality has been applied to the study of research ethics by Guta et al. (2012) to critique the bureaucracy within academia and practice.   

Paradigm, methodology and methods

The study adopts practitioner inquiry as an approach where three lecturers critically analyse their pedagogy in the discipline of ECS in Higher Education. As lecturers, we reflect on dilemmas and critical incidents in teaching through letters to our students. We analyse the letters by applying Critical Incident Analysis (Brookfield, 1990).        

Ethical considerations

We adopted Mockler’s (2013) framework for ethics in practitioner inquiry.              

Key findings or discussion

Structures of power operate through knowledge, practice, and pedagogies in the academy. We argue that teaching research ethics is not defined solely by the bureaucratic structure, but also by the individual, contextual and temporal structures in the act of teaching.             

Implications for practice or policy

Lecturers in ECS ought to reflect on the teaching of research ethics by exploring the complexity and their personal, local, and temporal assumptions.             

Keywords: research ethics, practitioner inquiry, governmentality, critical incident, power

Presenter(s): Donna Gaywood, University of Gloucestershire, England

Research aims  

Drawing on a doctoral contribution which investigated the post-migration lived experiences of refugee children in ECEC in England (Gaywood, 2023), this paper intends to further develop aspects of the Pedagogy of Welcome (Gaywood et al 2024). It will discuss the importance for Early Childhood Initial Teacher Education to attend to the invisible experiences of refugee children by making them visible.     

Relationship to previous research works

The pedagogy builds on the work of Freire (1970), Natural Inclusion Theory (Rayner, 2017) and notions of hospitality (Gabi, 2021).   

Theoretcial and conceptual framework

This qualitative research utilised an intersectional theoretical lens which included Social Identity Theory (Tajfel: 1979); Orientalism (Said: 1978); and Social Learning Theory (Vygotsky: 1978).             

Paradigm, methodology and methods

A complex arts-based methodology was used to engage the children and capture their lived experiences, drawing on the work of Theron et al (2011)              .

Ethical considerations

Every aspect of the research process was intricately examined to notice and remediate power inequity. A power sensitive ethical approach was developed (Gaywood et al 2020). 

Main finding or discussion

The invisible experiences of refugee children are often due to assumptions about what is important for refugee children to learn, unacknowledged practice norms and unseen ways of communication that are culturally specific. Improving visibility is part of the Pedagogy of Welcome and essential to include in EC ITE to improve inclusion.   

Implications for policy and practice

The Early Years Foundation Stage curriculum (Department for Education 2021a, b,) provides little support for educators to teach newly arrived children, resulting in a lack of training and awareness. This paper posits that EC ITE needs to upskill educators through utilising a more welcoming pedagogy.

Keywords: refugee children, early childhood initial teacher education, Pedagogy of Welcome, invisibility, inclusion

Presenter(s): Karen Williams, University of Wolverhampton, England

Research aims

I expose sites of tension, challenge and opportunity concerning being and becoming a “good academic”. Focusing upon how vocational backgrounds are mediated I explore how this shapes their encounters with students.       

Relationship to previous research works

Drawing upon my completed doctoral research  I explore the identities of University Lecturers in Early Childhood Studies from a range of ECEC practice backgrounds. Keen alignment with Figured World literature underpins this work (Holland et al 1998, Barron )

Theoretical and conceptual framework

The theoretical framework of ‘figured worlds’, adopted by Holland et al (1998), is used to examine notions of identities as lecturers encounter and navigate their way through their professional landscape and their encounters with students            

Paradigm, methodology and methods

Research was conducted within a qualitative, interpretivist paradigm (Birks 2011). Methodologically, narrative life history was utilised (Clandinin and Connelly 2000). Analysis was conducted through theoretical thematic analysis (Holland et al 1998, Braun and Clarke 2006). Selection criteria of HE Lecturers with ECEC backgrounds resulted in three participants who completed all stages of the project.                 

Ethical considerations

Consent forms and an information sheet were provided to all participants. Pseudonyms have replaced the names of participants who were continuously consulted to avoid identification by association.

Main finding or discussion

Findings draw attention to the significance of vocational experiences in claims to being and becoming a lecturer. Set against a backdrop of culturally, historically and socially constructed notions of the HE professional, I discuss the significance of sharing ‘life histories’ (Richards 2021) in our encounters with students. How this adds to the available voices for future ECEC professionals, to co-construct identities, and to challenge discourses of undervalue from within.             

Implications for policy and practice

What we tell each other matters. Vocational experience as foregrounding expertise requires recognition as an essential part of HE lectures sense of professional identities and a vital conduit to our work with students.      

Keywords: identities,  life histories, stories , students, vocational

Presenter(s): Vina Patel, Birmingham City University, England

Co-author(s): Olivera Karmac, Southern Cross University, Australia

Research aims

This paper critically examines the ethical considerations two early childhood researchers utilised to capture the voices and experiences of students studying early childhood education in New Zealand and England. It explores strategies to encourage the expression of students' authentic selves while reflecting on structural and systemic challenges that may silence certain views and experiences.     

Relationship to previous research works

Both researchers have explored the complexities of students’ professional identities and how these are constructed within university and placement settings. This work builds on prior research addressing placement challenges (Nutbrown, 2012; Campbell-Barr et al., 2020) and the intricacies of teacher professional identities (Lightfoot and Frost, 2015; Murray, 2013: Sachs, 2016; Baxter, 2016).

Theoretical and conceptual framework

The studies utilised a post-structural theoretical lens (Baxter, 2016; Foucault, 2000) and adopted the Theory of Practice Architecture (Kemmis, 2022).

Paradigm, methodology and methods

Both studies adopted a qualitative paradigm, analysing data gathered from focus groups and interviews with students, placement mentors, tutors, and teachers.           

Ethical considerations

Ethical considerations highlighted power dynamics among students and stakeholders in university and placement settings, problematising whose voices may be ‘cut’, why and who does the ‘agentic cutting’ (Puig de la Bellacasa, 2017) and how caring ethical relations may be cultivated instead (Braidotti 2006).

Main finding or discussion

Findings from both studies emphasised the need to build genuine connections among all participants involved and address power relations.     

Implications for policy and practice

These research projects will interest those supporting students at university and placement spaces and those making decisions about early childhood studies programs.          

Keywords: students voices, power relations, ethics of relations, professional identity

Presenter(s): Hannah Malpass, Birmingham City University, England

Research aims

The aim was to explore perceptions of the relationships between cultural capital, wellbeing and the experiences children have in ECEC settings.    

Relationship to previous research works

Children are influenced by judgements made by their peers and caregivers (Armstrong-Carter et al., 2021; Carlo et al., 2018; Flouri and Sarmadi, 2016; Mattheys, 2018; Stirrup, Evans and Davies, 2017). Their backgrounds are integral to the relationships they develop in school; these relationships influence their behaviour and wellbeing (MacClure et al. 2012; Melhuish, 2014; Pickett, 2014).     

Theoretical and conceptual framework

A new conceptual framework was developed building on the work of Bourdieu (1986;1994) and Bronfenbrenner (1979; 1993), bringing it into conversation with the findings of this project to propose a different interpretation of the influence of cultural capital on children’s bioecology.     

Paradigm, methodology and methods

A qualitative, interpretive approach was used to capture views from participants, selected through purposive sampling.  Due to Covid-19, data collection was conducted solely online through surveys (48 responses) and episodic narrative interviews (8 participants).    

Ethical considerations

Researching with settings without the ability to visit was an ethical dilemma, alongside the decision to remove the child’s voice. This was largely unavoidable given the unprecedented time but had inevitable ethical implications.     

Main finding or discussion

The importance of children’s early relationships and experiences was highlighted. Participants emphasised that experiences determine confidence in the educational environment and problems arise when cultural capital is different to the entrenched expectations of a rigid education system.     

Implications for policy and practice

This research highlights the importance of building a better understanding of social inequality and wellbeing in early childhood translating to the need for changes in both policy and practice.       

Keywords: cultural capital, Covid-19, wellbeing, social justice, bioecology

Presenter(s): Beth Wilkinson, Bath Spa University, England

Research aims

This study examines the gap between theory, policy, and practice in racial literacy by exploring the perspectives of Early Childhood Education and Care (ECEC) practitioners.   

Relationship to previous research works

Racialized outcomes persist in ECEC (Tedam & Cane, 2022), but the sector's potential to address these inequalities is often overlooked (Fairchild & Lander, 2021).

Theoretical and conceptual framework

Using Critical Race Theory (Bell, 2008), the study investigates how ECEC practitioners understand racial literacy as a tool to address racialised inequalities embedded within ECEC practice, highlighting the barriers and successes they face.

Paradigm, methodology and methods

Adopting a qualitative interpretivist approach (Guba & Lincoln, 1994), data was collected via 10 open-ended questionnaires from attendees of an anti-racist practice forum or practitioners from an ECEC setting with anti-racist values, and 3 semi-structured interviews with leaders in anti-racist practice.

Ethical considerations

Ethical considerations included informed consent, participant withdrawal rights, and pseudonym use for confidentiality. The positionality of the researcher and the potentially sensitive subject of the study was considered at each stage.        

Main finding or discussion

The study identified barriers to anti-racist practice, such as fear, capacity issues, and lack of supportive policy, while successes were found in self-reflection, heart knowledge, and reflective communities. The findings suggest that anti-racist practice is a challenging journey, metaphorically akin to a river flowing uphill. A post-human material relational perspective emphasized that race is always present and should be central to ECEC practice and policy, not treated as an optional consideration.

Implications for policy and practice

The study emphasizes the importance of reflective communities in continuously addressing racialised inequalities in the pursuit of equity and racial justice.    

Keywords: anti-racist practice, practitioners voice, racial literacy, ECEC policy, relational materialism

Presenter(s): James Hall, University of Southampton, England

Research aims

This paper addresses how quantitative research excludes evidence about inequalities in Early Childhood Education (ECE) linked to selection effects (who goes where, gets what, and how much). It presents two empirical examples to illustrate how addressing this gap can enhance research-informed ECE policy-making.

Relationship to previous research works

The study extends the concepts of ‘selection effects in education’ (Hall, Palardy & Malmberg, 2024) and ‘airbag moderation’ (Hall et al., 2020) to ECE policy-making. 

Theoretical and conceptual framework

The study blends developmental and educational theories, including Bronfenbrenner’s ecological systems theory, Vygotsky’s sociocultural theory, Piagetian cognitive theories, and Heckman’s returns on investment. The conceptual framework operationalises these theories via variables like ECE quality, family socioeconomic status and children's cognitive outcomes. Selection effects for inequalities are operationalised via the hypothesis of airbag moderation.       

Paradigm, methodology and methods

Using a post-positivist paradigm, the study employs quantitative longitudinal research designs. Secondary data from two UK studies (EPPE and FCCC) were analysed using the Mplus software.

Ethical considerations

Using pre-anonymised public data mitigated privacy concerns.  The analyses adhered to data-use agreements, with all inputs and outputs available upon request.             

Main finding or discussion

Findings reveal previously unexamined selection effects for educational inequalities. Within the EPPE data, ‘Black Caribbean’ children were more likely to experience inclusive practices in ECE settings with the result of a narrowing in ethnic differences concerning preschoolers’ verbal cognition. Within the FCCC data, higher SES families used ECE for longer hours – a relationship which widened SES gap in preschoolers’ non-verbal cognition.

Implications for policy and practice

Better understandings of selection effects in education enables better-informed policies that address inequalities, enhancing the ECE’s effectiveness and inclusivity worldwide.          

Keywords: quantitative methods; educational inequalities; research-informed policy-making; selection effects in education; airbag moderation.

Presenter(s): Angharad Gilmore, Guildford Nursery School/ Centre for Research in Early Childhood (CREC), England

Research aims

• What are the benefits of 30 funded hours a week for white, working-class boys?

• Do the experiences offered in having an additional 15 hours help to narrow the attainment gap before children start school?

Relationship to previous research works

Research has shown that the attainment gap has grown significantly since 2019 (Tuckett et al. 2022). Attainment is lower for disadvantaged white children than for disadvantaged children from other ethnic groups (HOCEC, 2021). However, it is useful to consider why some disadvantaged white children buck this trend as shown in Pascal and Bertram’s (2016) research on high-achieving, working-class boys.    

Theoretical and conceptual framework

The study draws on Froebelian principles and practices (Bruce, 2022) that are embedded in the nursery setting.

Paradigm, methodology and methods

The research follows a case-study design, including tracking observations using the Leuven scales of wellbeing and involvement (Laevers, 2005). It focuses on three white boys, selected because they are entitled to Early Years Pupil Premium funding and are most at risk of not meeting age-related expectations (HOCEC, 2021).

Ethical considerations

All participants’ voices are heard to allow for an equitable contribution. Consent was obtained by all, including verbal consent from the children. Issues of power and agency are considered, using the EECERA ethical code (Bertram et al. 2016).      

Main finding or discussion

Findings showed that the attainment gap did narrow for disadvantaged children who received additional funded hours, highlighting the importance of early childhood interventions (Carneiro et al. 2024).       

Implications for policy and practice

These findings suggest implications for equalising access for children and raising the quality of ECEC through rich first-hand experiences to enable high levels of wellbeing and engagement.     

Keywords: attainment gap, socio-economic disadvantage, Froebel, wellbeing and involvement

Presenter(s): Carmel Ward, Early Childhood Ireland, Ireland

Research aims

The consultation with babies, toddlers, and young children was conducted to inform the updating of Aistear, Ireland’s Early Childhood Curriculum Framework (O’Toole et al., 2024).           

Relationship to previous research works

The systemic non-recognition of children from the Irish Traveller community, an indigenous and marginalised minority, remains an ongoing concern in early years settings (Murray, 2021). Non-representation is further complicated in research contexts where the participation of young children from birth is mediated by adults (Lyndon, 2023).

Theoretical and conceptual framework

Postcolonial theory serves as a lens for reflexivity, enabling critical consideration of how marginalised communities navigate power dynamics (Young, 2009).  

Paradigm, methodology and methods

The consultation adopted a qualitative methodology built around partnerships with educators as co-researchers across 11 settings, through a Participant Action Research approach (Reason et al, 2008) and pedagogical documentation methods.

Ethical considerations  

Although ethical approval was granted by Maynooth University, ethics was an ongoing and reflexive process. Participants could and did withdraw from the consultation, necessitating continuous reflexivity.           

Main finding or discussion

Children of the Traveller community were not represented in the first phase of the consultation and their participation was limited in the second, despite benevolent efforts and targeted sampling (O’Toole, et al., 2024). Ethical, methodological, and contextual reflexivity (Reid, 2018) highlight the power dynamics at play, particularly parents’ and educators’ role as guardians of children's right to be heard, which either excluded or enabled their participation.   

Implications for policy and practice

Reflexivity highlights the need to navigate ethical issues of representation and resistance, including critically examining motivations and methodologies, when involving marginalised children of the Traveller community in future research.           

Keywords: ethical reflexivity, representation, resistance, marginalisation, Irish traveller community

Presenter(s): Sarah Yorkstone, Charnwood Nursery and Preschool Group, England

Research aims

This research aims to shift in the dominant discourse by exploring the role of the practitioner in leading inclusivity, focusing on the ‘assess, plan, do, review’ phrases of the Graduated Approach (DfE and DOH, 2015).           

Relationship to previous research works

Historical, medicalised or deficit model views of children with SEND (Bunbury, 2019) means that their portrayal in documentation affects the enactment of inclusivity (Pensonen et al., 2023). The social model of disability recognises that impairment is not solely biological (den Houting, 2019).

Theoretical and conceptual framework

I used the deficit and social model of disability as conceptual framework within disability theory.

Paradigm, methodology and methods

The research is praxeological and transformational. Collaborative, participatory and democratic processes within the research (Pascal and Bertram, 2012) enabled practitioners to taking an active part, and view SEND through a strengths-based lens. Reflexive journaling/Autoethnography, focus group provocations and vignettes provoke reflexive practice. A layered approach to data analysis supported practitioner voice elevation. Thematic Analysis reveals the underlying values, power dynamics and processes involved in everyday practice (Braun and Clarke, 2022).

Ethical considerations

Participants were practitioners; level three qualified with a SEND child in their key group, voluntarily consented to participate; this excluded some practitioners. Focus groups data was member checked ensuring participant voice authenticity (Lincoln and Guba, 1985). As an insider, my presence could change participant contribution (Dwyer and Buckle, 2009; Merton, 1972).              

Main finding or discussion

The creation of a Belonging Passport and revised targeted learning plan (TLP). Using participant voice enabled practitioners to develop greater understanding of their holistic child.      

Implications, practice or policy

To challenge the dominant narrative and language used around SEND. Documentation reflecting this, developed belonging and ownership.      

Keywords: belonging, inclusivity, holistic, strengths based, ableist narrative.

Presenter(s): Michelle Loake, Pen Green Research Base - Student research, England

Research aims

This research explored the perspectives of four parents regarding educational experiences for their children with hypermobility.          

Relationship to previous research works

Hypermobility impacts development of physical skills (Skills for Action, 2023). Within education, this requires reasonable adjustments. Despite the high prevalence of hypermobility, there is no research specifically exploring the impact of hypermobility on educational experiences.

Theoretical and conceptual framework

The SEND code of practice (DfE and DoH, 2015),  aspires for all children to ‘achieve well’ and stipulates that ‘reasonable adjustments’ are made; however, studies  have identified significant weaknesses, resulting in the needs of children with SEND not always being met effectively  (National Audit Office, 2019; Ofsted, 2021). This study considers Bronfenbrenner’s (1979) ecological systems theory  in relation to the educational experiences of hypermobile children

Paradigm, methodology and methods

Situated within an interpretivist paradigm  (Capper, 2019), my methodology utilised auto-ethnography and phenomenological accounts, with data collected  through ‘Storytelling’.

Ethical considerations

Aligning to the EECERA ethical code (Bertram et al., 2016), I was open and honest throughout,  respecting the stories of the families and maintaining a high standard of professional integrity. I adhered to the  principles of BERA (2018) ensuring that no detrimental harm came to participants.

Main finding or discussion

The findings presented multifaceted  and complex accounts. Although some experiences were positive, others demonstrated concerns that children’s individual needs were not being met. Three main themes identified including misunderstanding the impact of  hypermobility; and child and parent voice and advocacy.

Implications, practice or policy

Implications are to support practitioners to consider their responsibilities in supporting children with SEND. There is also scope for further research to understand multiple perspectives on providing effective support.

Keywords: child voice, parent advocacy, SEND, collaboration, wellbeing

Presenter(s): Claire Butterly, Mary Immaculate College/ LINC programme, Ireland

Co-author(s): Linda Kelly, Early Childhood Ireland

Research aims

The research interrogated the role of the Leadership for Inclusion in the Early Years (LINC) Programme in enhancing inclusion in early years settings in Ireland through the development of the role of INclusion COordinator (INCO).              

Relationship to previous research work

Equipping educators with the specific knowledge(s), practices and values central to providing high-quality provision to children with diverse needs and abilities is critical (Ring et al. 2018).

Theoretical and conceptual framework

An adapted version of Guskey's (2002) framework for evaluating continuing professional development (CPD) underpins the present research (LINC Consortium 2019) while the Lundy Model of Participation provided a framework for understanding child rights-based participation (Lundy 2007).             

Paradigm, methodology and methods

Data were collected from six single case-study early years through interviews with the INCO, colleagues, and parents. A map-making methodology was employed to gather children’s perspectives on inclusion – a child-centred participatory approach that enables children to express their views and experiences in context and recognises the multiple modes children draw upon to create meaning (Gowers 2022). This approach respects children as competent and active meaning-makers who have the right to be consulted in matters affecting them. Children created maps of their setting, used as a basis for child-led tours and dialogue based on key principles of inclusion (Ring et al. 2021).

Ethical considerations

Further to parental consent and ethical approval from MIC, informed by a rights-based approach, children's consent to participate was secured.

Main finding or discussion

Data collected highlight LINC’s impact on how children experience inclusion, and show playful participatory approaches as powerful tools for identifying impact.

Implications for practice and policy

As children's experiences of inclusion remain the ultimate litmus test for the LINC Programme’s success.        

Keywords: inclusion, professional learning, child participation, children’s meaning-making, child voice