2023

Mikuska, E., Fairchild, N., Sabine, A. and Barton, S.et al (2023) Quality Early Childhood Education and Care practices: the importance of skills, knowledge and the Early Childhood Graduate Practitioner competences. International Journal of Early Years Education. pp. 1-15. ISSN 0966-9760

Sabine, A., Barton, S., Mikuska, E. and Fairchild, N.et al (2023) Research into trainees: perception of graduate and undergraduate trainees in the early years sector. Early Years Educator, 23 (19). pp. 33-34. ISSN 1465-931X

2022

Fairchild, N., Mikuska, E., Sabine, A. and Sarah, B.et al (2022) The Early Childhood Education and Care sector’s perspective on the Early Childhood Studies graduate and the Early Childhood Graduate Practitioner Competencies. Project Report. University of Chichester, Chichester.

2021

Fairchild, N. and Mikuska, E. (2021) Emotional labor, ordinary affects and the early childhood education and care worker. Gender, Work & Organization, 28 (3). pp. 1177-1190. ISSN 0968-6673

2020

Osgood, J., Taylor, C., Andersen, C. E., Benozzo, A., Carey, N., Elmenhorst, C., Fairchild, N., Koro-Ljungberg, M., Moxnes, A. R., Otterstad, A. M., Rantala, T. and Tobias-Green, K.et al (2020) Conferencing Otherwise: A Feminist New Materialist Writing Experiment. Cultural Studies - Critical Methodologies, 20 (6). pp. 596-609. ISSN 1532-7086

Mikuska, E. and Fairchild, N. (2020) Working with (post)theories to explore embodied and unrecognised emotional labour in English Early Childhood Education and Care (ECEC). Global Education Review, 7 (2). pp. 75-89. ISSN 2325-663X

Fairchild, N. (2020) Queering the Data: The Somatechnics of English Early Childhood Education and Care Teachers. Somatechnics, 10 (1). pp. 52-72. ISSN 2044-0138

2019

Zarabadi, S., Taylor, C. A., Fairchild, N. and Moxnes, A. R.et al (2019) Feeling Medusa: Tentacular troubling of academic positionality, recognition and respectability. Reconceptualizing Educational Research Methodology, 10 (2-3). pp. 87-111. ISSN 1892-042X

Fairchild, N. (2019) Feminists Researching Gendered Childhoods: Generative Entanglements (Feminist Thought in Childhood Research). Contemporary Issues in Early Childhood, 20 (4). pp. 422-424. ISSN 1463-9491

Fairchild, N. and Taylor, C. (2019) Karen Barad (1956 – ). In: The SAGE Encyclopedia of Research Methods. SAGE Publications, London. ISBN 9781526421036

Fairchild, N. (2019) Playing, teaching and caring: Generative productions of gender and pedagogy in/through Early Years assemblages. In: Gender in Learning and Teaching: Feminist Dialogues across International Boundaries. Routledge, Abingdon, pp. 157-171. ISBN 9781138479159

Taylor, C., Fairchild, N., Koro-Ljungberg, M., Carey, N., Benozzo, A. and Elmenhorst, C.et al (2019) Improvising Bags Choreographies: Disturbing Normative Ways of Doing Research. Qualitative Inquiry, 25 (1). pp. 17-25. ISSN 1077-8004

Benozzo, A., Carey, N., Cozza, M., Elmenhorst, C., Fairchild, N., Koro-Ljungberg, M. and Taylor, C.et al (2019) Disturbing the AcademicConferenceMachine: Post-Qualitative Re-turnings. Gender, Work and Organization, 26 (2). pp. 87-106. ISSN 1468-0432

Fairchild, N. (2019) Neoliberaliam, Gender and Education Work. Gender, Work & Organization, 26 (1). pp. 75-78. ISSN 1468-0432

2018

Fairchild, N. (2018) The micro-politics of posthuman early years leadership assemblages: exploring more-than-human relationality. Contemporary Issues in Early Childhood, 20 (1). pp. 53-64. ISSN 1463-9491

2017

Fairchild, N. (2017) Segments and stutters: Early Years Teachers and Becoming-Professional. Contemporary Issues in Early Childhood, 18 (3). pp. 294-307. ISSN 1463-9491

Fairchild, N. (2017) Earthworm disturbances: the reimagining of relations in Early Childhood Education and Care. Doctoral thesis, University of Chichester (accredited by University of Southampton).

2016

Fairchild, N. (2016) Plugging into the Umbra: Creative experimentation (in)(on) the boundaries of knowledge production in ECEC research. Reconceptualizing Educational Research Methodology, 7 (1). pp. 16-30. ISSN 1892-042X

Fairchild, N. (2016) Working in the Umbra - methodological uncertainty and affective flows. In: Gender Work and Organization 9th Biennial Interdisciplinary Conference, 29.6.16 - 1.7.16, University of Keele.

Abbott, R., Fairchild, N., Lyndon, S. and Mikuska, E.et al (2016) Problematising the concept of ‘voice’ in Early Childhood research. In: British Educational Research Association Annual Conference, 13-15 September 2016, University of Leeds.

Fairchild, N. (2016) Book Review: 'Queer Post-gender Ethics. The Shape of Selves to Come' by Lucy Nicholas. Women's Studies International Forum, 57. pp. 53-54. ISSN 0277-5395

2015

Fairchild, N. (2015) Early Years Teacher: a Posthuman identity. In: British Educational Research Association Annual Conference 2015, 15 - 17 September 2015, Queens University, Belfast.

2014

Fairchild, N. (2014) ‘A New Direction’: The Changing Face of English Early Childhood Education and Care Policy. In: BERA Conference, 23-25 September 2014, Institute of Education, London.

Fairchild, N. (2014) Can transformative learning support professional identity formation of Graduate Entry Pathway Early Years Professionals? HEA website. (Submitted)

2013

Fairchild, N. and Karousou, R. (2013) Final report - An Evaluation of the Boogie Mites Early Years Music Education Programmes in respect of parents and practitioners. Commission by Boogie Mites UK Ltd. Project Report. University of Chichester, Chichester. (Unpublished)

Fairchild, N. (2013) The Early Years - Formal education too soon? In: University of Chichester Research Conference, 12 July 2013, University of Chichester, Bognor Regis. (Unpublished)

Fairchild, N. (2013) The Early Years Professional and what it offers Montessori Practitioners. Montessori International Magazine, 107. pp. 30-31. ISSN 1354-1498

2012

Fairchild, N. (2012) “All that effort to get here: now what?” – Early Years Professionals reflect on their journey in light of the Nutbrown Review in England. In: TACTYC Annual Conference 2012, 10 Nov 2012, Birmingham U.K..

Fairchild, N. (2012) EYPS – More important than ever. Early Years Educator, 14 (3). pp. 14-16.