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Creativity within the Foundation Phase curriculum: a risky business? (2019)
Journal Article
Chicken, S. (in press). Creativity within the Foundation Phase curriculum: a risky business?. Education 3-13, 1-13. https://doi.org/10.1080/03004279.2019.1646298

Whilst creative behaviours are viewed as twenty-first century competencies [Davies, et.al. 2017] understandings within education remain vague [Prentice, 2000]. Through a focus on two Welsh primary headteachers, this paper illuminates two contrasting... 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

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 (2010)
Journal Article
Maynard, T., & Chicken, S. (2010). Through a different lens: Exploring Reggio Emilia in a Welsh context. Early Years, 30(1), 29-39. https://doi.org/10.1080/09575140903443000

In Wales, concerns about the perceived over-formalisation of young children's educational experiences led to the introduction of a Foundation Phase Framework for children aged three to seven years that advocates a more holistic, play-based approach.... Read More about Through a different lens: Exploring Reggio Emilia in a Welsh context.


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