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All Outputs (32)

Pedagogical constructions of young children’s participative rights across initial teacher education and professional learning in Wales (2023)
Presentation / Conference
Clement, J., Chicken, S., Tyrie, J., Alison, M., Jane, W., Jane, W., …Georgia, F. (2023, August). Pedagogical constructions of young children’s participative rights across initial teacher education and professional learning in Wales. Presented at EECERA, Lisbon

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
Bovill, H., Chicken, S., Bovill, E., Buckland, J., & McCartan, K. (2023). 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 M. Mellins, R. Wheatley, & C. Flowers (Eds.), Young People, Stalking Awareness and Domestic Abuse (253-275). Palgrave Macmillan (part of Springer Nature). https://doi.org/10.1007/978-3-031-32379-9_12

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
Chicken, S., & Tyrie, J. (2023). 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, 31(2), 301-325. https://doi.org/10.1163/15718182-31010001

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
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.

The Welsh Government's Vulnerable Learners and Wellbeing Seminar Series (2023)
Presentation / Conference
Chicken, S., & Tyrie, J. (2023, January). The Welsh Government's Vulnerable Learners and Wellbeing Seminar Series. Presented at Vulnerable learners and wellbeing event, 2023, Online

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
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
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.

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. (2023). ‘Doing Reggio?’ Exploring the complexity of ‘curriculum’ migration through a comparison of Reggio Emilia, Italy and the EYFS, England. Global Studies of Childhood, 13(4), 322-340. 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.

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?.

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

‘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