All Outputs (38)

Participative rights in Welsh primary schools: Unpicking the policy rhetoric (2024)
Journal Article

This paper presents the findings from the initial stage of an Economic and Social Research Council (ESRC) funded project which examines the pedagogic practices that embed young children's participative rights in lower primary classrooms in Wales. An... Read More about Participative rights in Welsh primary schools: Unpicking the policy rhetoric.

Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens (2024)
Journal Article

There has been much debate around the ‘voice’ of the child in qualitative research. This paper contributes to these discussions by drawing on the philosophy of Reggio Emilia, which emphasizes dialogical encounters that recognize the value of children... Read More about Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens.

Constructing child participation in early years classrooms: An exploration from Wales (2024)
Journal Article

This paper addresses the research problem that arises from evidence that, despite supportive policy contexts, enactment of pedagogies that attend to young children’s participation rights in classroom settings is highly variable. We report our explora... Read More about Constructing child participation in early years classrooms: An exploration from Wales.

Belonging, community and capability: Listening to the voices of young children to realise process quality in early childhood curriculum enactment in Wales (2023)
Journal Article

This paper addresses the problem of how to achieve process quality in early childhood education (ECE) in a manner that attends to young children’s views. Process quality, the interactional experiences of the child in ECE, is highlighted by the OECD a... Read More about Belonging, community and capability: Listening to the voices of young children to realise process quality in early childhood curriculum enactment in Wales.

Pedagogical constructions of young children’s participative rights across initial teacher education and professional learning in Wales (2023)
Presentation / Conference Contribution

This research aims to understand to what extent programmes within Initial Teacher Education (ITE) and wider Professional Learning (PL), support the Welsh Government vision for pedagogic practice that embeds young children's participative rights withi... Read More about Pedagogical constructions of young children’s participative rights across initial teacher education and professional learning in Wales.

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

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.

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

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’.

Amplifying the voices of neurodivergent students in relation to higher education assessment at UWE Bristol (2023)
Report

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

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.

The Welsh Government's Vulnerable Learners and Wellbeing Seminar Series (2023)
Presentation / Conference Contribution

This presentation presents the findings from a study that explored the perception of young children of educational provision during and between covid lockdowns. Drawing on the data we argue that many children felt a sense of loss and sadness dung th... Read More about The Welsh Government's Vulnerable Learners and Wellbeing Seminar Series.

Amplifying young children’s voices: Educational experiences of 3- to 7-year-olds in Wales during the COVID-19 Pandemic (2022)
Presentation / Conference Contribution

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.

Exploring the Enactment of UNCRC Article 12 in Welsh Early Years Classrooms in relation to curriculum decisions (2022)
Presentation / Conference Contribution

Amplifying Young Children’s Voices: Educational Experiences of 3- to 7-year-olds in Wales During the COVID-19 Pandemic (2022)
Presentation / Conference Contribution

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 Contribution

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

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

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 Contribution

Playful learning around the world (2021)
Book Chapter

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

Creativity within the foundation phase curriculum: A risky business? (2019)
Journal Article

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?.