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Amplifying the voices of neurodivergent students in relation to higher education assessment at UWE Bristol (2023)
Report
Chicken, S., Fogg Rogers, L., Hobbs, L., Hunt-Fraisse, T., & Lewis, D. (2023). Amplifying the voices of neurodivergent students in relation to higher education assessment at UWE Bristol. UWE Bristol

This paper reports on a study funded by the UWE Pedagogical Project fund in 2021-2022, which aimed to amplify the voices of neurodivergent (referred to as ‘ND’) students in relation to lived experiences of Higher Education (HE) assessment practices w... Read More about Amplifying the voices of neurodivergent students in relation to higher education assessment at UWE Bristol.

COVID–19, Education and learning: Amplifying young children’s voices (2023)
Report
Tyrie, J., Chicken, S., Knight, C., Manney, D., Tur Porres, G., Waites, T., …Westall, A. (2023). COVID–19, Education and learning: Amplifying young children’s voices. https://hwb.gov.wales: Welsh Government

The Coronavirus pandemic has caused the largest global disruption to world–wide education systems in history (Engzell et al., 2021; Pokhrel and Chhetri, 2021). It is estimated that around 1.6 billion children in more than 200 countries have experienc... Read More about COVID–19, Education and learning: Amplifying young children’s voices.

Amplifying Young Children’s Voices: Educational Experiences of 3- to 7-year-olds in Wales During the COVID-19 Pandemic (2022)
Presentation / Conference
Parnell, J., Tur Porres, G., Tyrie, J., Chicken, S., Waters- Davies, J., & Knight, C. (2022, August). Amplifying Young Children’s Voices: Educational Experiences of 3- to 7-year-olds in Wales During the COVID-19 Pandemic. Presented at 2022, 31st EECERA (European Early Childhood Education Research Association) Conference, Glasgow, Scotland, Glasgow

This Welsh Government-funded study aimed to capture the voices of young children during the COVID-19 pandemic regarding their educational experiences. Longitudinal research suggests young children’s early educational experiences shape their developme... Read More about Amplifying Young Children’s Voices: Educational Experiences of 3- to 7-year-olds in Wales During the COVID-19 Pandemic.

Amplifying young children’s voices: Educational experiences of 3- to 7-year-olds in Wales during the COVID-19 Pandemic (2022)
Presentation / Conference
Chicken, S., Tyrie, J., Parnell, J., Tur Porre, G., Knight, C., & Waters-Davis, J. (2022, July). Amplifying young children’s voices: Educational experiences of 3- to 7-year-olds in Wales during the COVID-19 Pandemic. Paper presented at WISERD Annual Conference 2022, School of Management, Bay Campus, Swansea University

This Welsh Government-funded study aimed to capture the voices of young children during the COVID-19 pandemic regarding their educational experiences. Longitudinal research suggests young children’s early educational experiences shape their developme... Read More about Amplifying young children’s voices: Educational experiences of 3- to 7-year-olds in Wales during the COVID-19 Pandemic.

Playful learning around the world (2021)
Book Chapter
Chicken, S., & Whitehouse, S. (2022). Playful learning around the world. In J. Waters-Davies (Ed.), Introduction to Play. London: SAGE Publications

The go-to textbook for everything you need to know about play! Covering ages 0-8, this book explores what play is, why it matters and where and how play happens. Taking you from start to finish on your course, it helps you: Think critically... Read More about Playful learning around the world.

Creativity within the foundation phase curriculum: A risky business? (2019)
Journal Article
Chicken, S. (2020). Creativity within the foundation phase curriculum: A risky business?. Education 3-13, 48(6), 733-745. https://doi.org/10.1080/03004279.2019.1646298

Whilst creative behaviours are viewed as twenty-first century competencies [Davies, L.M., L.D. Newton, and D.P. Newton. 2017. “Creativity As a Twenty-First-Century Competence: An Exploratory Study of Provision and Reality.” Education 3–13, 879–891.],... Read More about Creativity within the foundation phase curriculum: A risky business?.

‘Words are bandied about but what do they mean?’: An exploration of the meaning of the pedagogical term “project” in historical and contemporary contexts (2014)
Thesis
Chicken, S. ‘Words are bandied about but what do they mean?’: An exploration of the meaning of the pedagogical term “project” in historical and contemporary contexts. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/806208

This thesis explores the pedagogical practices signified by the pedagogical term ‘project;’ which have traditionally been associated with enquiry based progressive ways of working with young children aimed at facilitating levels of both child and te... Read More about ‘Words are bandied about but what do they mean?’: An exploration of the meaning of the pedagogical term “project” in historical and contemporary contexts.

Through a different Lens: Exploring Reggio Emilia in a Welsh context
Report
Chicken, S., & Maynard, T. (2007). Through a different Lens: Exploring Reggio Emilia in a Welsh context. Swansea University: Swansea, Neath and Port Talbot LEAs

Report prepared for Swansea, Neath and Port Talbot LEAs on the findings of a study exploring pedagogical practices in Welsh EY settings