“What IF we could have our own curriculum”
In this entry Vikki Wynn, explains how the team at Inspiring Foundations, a UK nursery school federation, developed their own curriculum through practitioner enquiry.
Early Years Teachers’ perspectives on the role of play in crises
In her pre-conference contribution, Laura Mathers talks about the concept of play for children in crises, and how her research investigates its role, purpose and modes, as perceived by EY teachers and practitioners.
How do (or can) Early Childhood Education and Care practitioners promote young children’s health?
Jackie Musgrave shares where her deep interest in children’s health stems from and how learning about the EY practitioners’ role in supporting and promoting the health of children and babies prompted her to investigate these valuable contributions further.
Once, twice, three times a failure: time to permanently scrap statutory Reception Baseline Assessment in England?
In this research introductory post, David Meechan, Simon Halfhead, Dr Zeta Williams-Brown and Dr Tracy Whatmore share some insights from their study into the impact of the Reception Baseline Assessment (RBA) which, despite efforts to reduce pressures on workload, was introduced in September 2021.
Exploring mindfulness-based practice to enhance young children’s wellbeing in early childhood education and care in Ireland.
In her pre-conference post, Leesa Flanagan explains how she first got introduced to the concept of mindfulness and how her interests in the subject have widened, developed professional curiosity and evolved into and an exciting new research project.
Inequality of experience: Pre-school children’s control of the environment through the use of gender
In her pre-BECERA 2022 post, Cathy Kilburn explains how her interest in gender in early childhood was triggered and how it features in her current research.