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What We Do

CREC has been working to improve Early Years provision for over 25 years

 Our Services

 

Research Projects

With more than 25 years experience in the field, we aim to inform, develop and improve the quality of early childhood provision and generate knowledge which has applications for policy and practice.

Learning Partnerships, Consultancy & Evaluations

We provide support to evaluate effectiveness and impact, and to plan and implement change, develop policy or devise a completely new strategy.

Conferences & Keynotes

We speak at EY events across the UK, hosted by universities, professional bodies, local authorities, schools and PVI groups. We also host the BECERA and EECERA Conferences.

MA in Education

Our three-year part-time MA is designed to support and develop highly reflective early years practitioner researchers who can improve outcomes for children and families through their practice.

PhD Supervision

We remain open to any expressions of interest from individuals who would like to consider completing a PhD with a focus within the field of early childhood studies.

ACE

This module is designed for Early Years practitioners to become practitioner researchers in their own settings. It has been developed with and for parents and practitioners to assess a child's development.

Initial Teacher Training

Our core aim is to help trainees become confident, knowledgeable and highly employable teachers with a passion for working with young children, to give them the best starting point in life.

EEL 10 Dimensions of Quality

CREC are currently looking for a number of early years settings to join with them over the next academic year as we walk them through an action cycle of self-evaluation and quality improvement.

Certificate for Music Educators

The Certificate for Music Educators (CME): Early Childhood offers a flexible, part-time, distance-learning national qualification in early childhood music validated by Trinity College London.

EEL/BEEL

EEL & BEEL are designed for Early Years practitioners to become practitioner-researchers in their own settings and to drive quality improvement through a cycle of reflective practice built on child and adult observations.