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Can you hear me? Problematising the enactment of UNCRC Article 12 in Welsh early years classrooms, exploring the challenges of ‘children’s voice’ (2023)
Journal Article
Chicken, S., & Tyrie, J. (in press). Can you hear me? Problematising the enactment of UNCRC Article 12 in Welsh early years classrooms, exploring the challenges of ‘children’s voice’. International Journal of Children's Rights,

This paper explores teacher enactment of the UNCRC Article 12, a child’s right to participate and give their view within the context of Welsh early years settings (children aged 3-7). A rights-based perspective is adopted in which children are positi... Read More about Can you hear me? Problematising the enactment of UNCRC Article 12 in Welsh early years classrooms, exploring the challenges of ‘children’s voice’.

Exploring perceptions of stalking-like behaviour for autistic young people within a neurodivergent and strengths-based framework: Critiquing relationships, sex and health education provision (2023)
Book Chapter
Helen, B., Chicken, S., Bovill, E., Julie, B., & Kieran, M. (in press). Exploring perceptions of stalking-like behaviour for autistic young people within a neurodivergent and strengths-based framework: Critiquing relationships, sex and health education provision. In C. Flowers, M. Mellins, & R. Wheatley (Eds.), Tackling Stalking and Coercive Control amongst Young People. The Alice Ruggles Trust

Many young people do not have a strong understanding of stalking-like behaviour; this chapter considers the challenges this presents with specific reference to autistic young people, focusing upon: prevalence, recognition, awareness and consequences... Read More about Exploring perceptions of stalking-like behaviour for autistic young people within a neurodivergent and strengths-based framework: Critiquing relationships, sex and health education provision.

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., Waters-Davis, J., & Tur Porre, G. (2022, September). Amplifying young children’s voices: Educational experiences of 3- to 7-year-olds in Wales during the COVID-19 Pandemic. Paper presented at BERA (British Education Research Association) Conference 2022, Liverpool

Originality and significance Longitudinal evidence indicates that early life experiences, including those relating to early education and care (ECEC), impact a range of broad developmental areas including educational outcomes, cognitive developm... 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., 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.

Exploring the Enactment of UNCRC Article 12 in Welsh Early Years Classrooms in relation to curriculum decisions (2022)
Presentation / Conference
Chicken, S., & Tyrie, J. (2022, August). Exploring the Enactment of UNCRC Article 12 in Welsh Early Years Classrooms in relation to curriculum decisions. Paper presented at 2022, 31st EECERA (European Early Childhood Education Research Association) Conference, Glasgow, Scotland, Glasgow

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.

Foundation Phase Teachers’ Understandings and Enactment of participation in school settings in Wales (2022)
Book Chapter
Murphy, A., Tyrie, J., Davies- Waters, J., Chicken, S., & Clement, J. (2022). Foundation Phase Teachers’ Understandings and Enactment of participation in school settings in Wales. In C. Conn, & A. Murphy (Eds.), Inclusive Pedagogies for Early Childhood Education: Respecting and Responding to Differences in Learning. Taylor & Francis (Routledge)

This essential textbook explores inclusive pedagogies by presenting theoretical viewpoints and research on everyday practices in early childhood education that affirm diversity in relation to learning, disability and culture. The authors consider... Read More about Foundation Phase Teachers’ Understandings and Enactment of participation in school settings in Wales.

‘Doing Reggio?’ Exploring the complexity of ‘curriculum’ migration through a comparison of Reggio Emilia, Italy and the EYFS, England (2022)
Journal Article
Chicken, S. (in press). ‘Doing Reggio?’ Exploring the complexity of ‘curriculum’ migration through a comparison of Reggio Emilia, Italy and the EYFS, England. Global Studies of Childhood, https://doi.org/10.1177/20436106211068041

This paper begins a quarter of a century ago with the first visit to the UK of the Reggio Emilia exhibition ‘The Hundred Languages of Children’ and initial interest by some of the early education community in ‘doing Reggio’. Within the same period, t... Read More about ‘Doing Reggio?’ Exploring the complexity of ‘curriculum’ migration through a comparison of Reggio Emilia, Italy and the EYFS, England.

An exploration of FP teachers’ understanding of participation rights within Foundation Phase Classrooms (2021)
Presentation / Conference
Chicken, S., Murphy, A., Tyrie, J., & Cridland, J. (2021, August). An exploration of FP teachers’ understanding of participation rights within Foundation Phase Classrooms. Paper presented at European Early Childhood Education Research Association, Online

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.

Raising awareness of neurodiversity my lived experience of dyspraxia (2021)
Digital Artefact
Chicken, S. (2021). Raising awareness of neurodiversity my lived experience of dyspraxia. [Blog]

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?.

Children’s rights in early years education in Wales (2018)
Presentation / Conference
Murphy, A., Chicken, S., Tyrie, J., Sarwar, S., Waters, J., Williams, J., …Clement, J. (2018, June). Children’s rights in early years education in Wales. Poster presented at Welsh Government and the British Educational Research Association conference, ‘The future of educational research in Wales’., Cardiff, Wales

An exploration of the enactment of children's rights in Welsh Foundation Phase settings

Exploring the potential and challenges of utilising projects to embed creativity into the curriculum for young children (2018)
Presentation / Conference
Chicken, S. (2018, February). Exploring the potential and challenges of utilising projects to embed creativity into the curriculum for young children. Presented at British Early Childhood Education Research Association (BECERA), Birmingham

‘Words are bandied about but what do they mean?’ An exploration of the meaning of the pedagogical term “project” in historical and contemporary context (2015)
Presentation / Conference
Chicken, S. (2015, September). ‘Words are bandied about but what do they mean?’ An exploration of the meaning of the pedagogical term “project” in historical and contemporary context

Chicken. S (2015) ‘Words are bandied about but what do they mean?’ An exploration of the meaning of the pedagogical term “project” in historical and contemporary contexts, EECERA, Barcelona University, Spain, September 2015

Making effective use of the Early Year's Pupil Deprivation Grant: A resource for leaders and practitioners (2015)
Report
Egan, P. D., Chicken, S., & Waters, D. J. (2015). Making effective use of the Early Year's Pupil Deprivation Grant: A resource for leaders and practitioners. Cardiff: The Wales Centre for Equity in Education, Trinity St David Univiesity of Wales

What really works for the early years? : Guidance for the Early Years Pupil Deprivation Grant (2015)
Report
Chicken, S. (2015). What really works for the early years? : Guidance for the Early Years Pupil Deprivation Grant. Cardiff: Welsh Government

This report explores ways of utilising the Pupil Premium Grant for settings with young children and should be useful for schools, teachers and LAs.

What really works for the early years? Guidance for the Early Years Pupil Deprivation Grant Welsh Government: Cardiff (2015)
Report
Chicken, S. (2015). What really works for the early years? Guidance for the Early Years Pupil Deprivation Grant Welsh Government: Cardiff. Cardiff: Welsh Government

‘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.

‘Words’ are bandied about but what do they mean?’ An exploration of project constructions in Foundation Phase classrooms (2014)
Presentation / Conference
Chicken, S. (2014, September). ‘Words’ are bandied about but what do they mean?’ An exploration of project constructions in Foundation Phase classrooms. Presented at BERA, London, IoE