Items where Division is "Childhood" and Year is [pin missing: value2]

Group by: CreatorsPublication Type
Number of items at this level: 117.

A

Abbott, R. (2013) Crossing thresholds in academic reading. Innovations in Education and Teaching International. pp. 1-11. ISSN 1470-3297

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

B

Baines, I. (2022) What are the Key Influences on Parent’s Decisions for their Feeding Choices for their New-born Babies. Undergraduate thesis, University of Chichester.

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

Bittles, K. (2023) Does oracy in the classroom improve development for disadvantaged children? Undergraduate thesis, University of Chichester.

Borrett, A. (2022) The origins, benefits and challenges. Early Years Educator, 23 (18). pp. 34-35. ISSN 2052-4617 (In Press)

D

Denford, M. (2022) Does initial teacher training prepare primary school teachers to deliver high quality physical education lessons? Undergraduate thesis, University of Chichester.

Duck, C. (2021) A 21st century view of breast feeding in the England: A qualitative study on the experience of breastfeeding of 20 women in the United Kingdom. Undergraduate thesis, University of Chichester.

E

Edwards, B. and Lyndon, S. (2021) From adversity to university - the transformational power of a bespoke bridging module to support those affected by homelessness into higher education. Widening Participation and Lifelong Learning, 23 (1). pp. 102-122. ISSN 1466-6529

F

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

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. (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

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

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

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

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

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).

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

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. (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

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

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. (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.

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

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., Mikuska, E., Sabine, A. and Sarah, B. (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.

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

G

Gray, L. L. (2016) The management of death and loss in the primary school: an interdisciplinary approach. Doctoral thesis, University of Chichester (an accredited institution of the University of Southampton).

H

Hewison, R. (2022) An Exploration into Mothers’ Experiences of the First Four Weeks of Weaning. Undergraduate thesis, University of Chichester.

Hope, J. (2014) CUTTING 'ROUGH DIAMONDS': FIRST GENERATION STUDENTS IN HIGHER EDUCATION. Doctoral thesis, University of Chichester.

J

Johnson, L. (2023) COVID-19 – the impact on babies and their families. Early Years Educator, 23 (21). pp. 36-37. ISSN 2052-4617

Johnson, L. (2023) Covid 19 research: The impact on babies and their families. Early Years Educator, 23 (19). pp. 37-39. ISSN 2052-4617

Johnson, L. (2023) The impact on the pregnancy and post-partum experience. Early Years Educator, 23 (20). pp. 38-39. ISSN 2052-4617

Johnson, L. (2022) An investigation into the impacts COVID-19 has had on babies born during the pandemic and their families. Undergraduate thesis, University of Chichester.

Jordan-Fitch, K. (2022) An investigation into the effectiveness of sensory materials and how they support children’s emotional well-being, from a play therapist’s perspective. Undergraduate thesis, University of Chichester.

Jordan-Fitch, K. (2021) An investigation into the effectiveness of sensory materials and how they support children’s emotional well-being, from a play therapist’s perspective. Undergraduate thesis, University of Chichester.

K

Kampson, P. (2023) Is The Zones of Regulation Program Effective in Teaching Children How to Recognise and Regulate Their Emotions? Undergraduate thesis, University of Chichester.

Kearn, H. M. (2021) What are parents' initial feelings about sending their child to preschool? Undergraduate thesis, University of Chichester.

Khan, T. and Mikuska, E. (2021) The first three weeks of lockdown in England: The challenges of detecting safeguarding issues amid nursery and primary school closures due to COVID-19. Social Sciences and Humanities Open, 3 (1). p. 100099. ISSN 2590-2911

Kurowski, A. A. (2021) Book review Claire Cameron and Peter Moss (eds), Transforming early childhood in England: Towards a democratic education, UCL Press: London, 2020; 262 pp.: ISBN 9781787357174, £25.00 (pbk). Contemporary Issues in Early Childhood, 22 (1). pp. 100-101. ISSN 1463-9491

Kurowski, A. A. (2022) COVID, home schooling and inequalities. Lublin Pedagogical Yearbook, 41 (2). pp. 41-53. ISSN 0137-6136

Kurowski, A. A. and Mikuska, E. (2023) From setting to strategy: a study into perspectives on higher education of experienced early years practitioners, a 'paradigm shift' on two levels. In: Papers of studies. [2022] 16th International Scientific Conference . University of Novi Sad, Serbia, pp. 93-103. ISBN 9788681960196

L

Laxton, D. and Horn, A. (2022) Kate as a Pedagogical Leader: Inspiring practice improvements through block play and beyond. Early Years Educator, 24. ISSN 2052-4617

Laxton, D., Cooper, L. and Younie, S. (2021) Translational research in action: The use of technology to disseminate information to parents during the COVID-19 pandemic. British Journal of Educational Technology, 52 (4). pp. 1538-1553. ISSN 0007-1013

Leow, A. (2022) How do Early Years Practitioners support children’s creativity through music provision? Undergraduate thesis, University of Chichester.

Little, B. (2021) A comparison study regarding the impact of healthy eating on the early years sector: looking at the opinions of parents and practitioners. Undergraduate thesis, University of Chichester.

Lyndon, S. and Moss, H. (2022) Creating Meaningful Interactions for Young Children, Older Friends, and Nursery School Practitioners within an Intergenerational Project. Early Childhood Education Journal, 49 (5). pp. 1-10. ISSN 1082-3301

Lyndon, S. and Moss, H. (2021) Meaning-making in an intergenerational project: a dialogic narrative analysis of young children’s interactions with older adults. International Journal of Early Years Education. ISSN 0966-9760

Lyndon, S. (2017) Analyzing Focus Groups About Poverty in the Early Years Using a Narrative Approach. SAGE Research Methods. ISSN 9781526445322

Lyndon, S. (2019) Early Years Practitioners' narratives of poverty in early childhood. Doctoral thesis, University of Sussex.

Lyndon, S. (2020) Early years practitioners’ personal and professional narratives of poverty. International Journal of Early Years Education, 30 (2). pp. 235-248. ISSN 0966-9760

Lyndon, S. (2016) Key questions in education: historical and contemporary perspectives. Journal of Education for Teaching, 43 (1). pp. 122-124. ISSN 0260-7476

Lyndon, S. (2019) Tangled Narratives of Poverty in Early Childhood – Othering, Work, Welfare and ‘Curveballs'. Journal of Poverty and Social Justice. ISSN 1759-8273

Lyndon, S. (2019) Troubling discourses of poverty in early childhood in the UK. Children and Society, 33 (6). pp. 602-609. ISSN 1099-0860

Lyndon, S. (2021) The poverty paradox - poor practitioners supporting families in poverty. The Early Education Journal (95). ISSN 1082-3301

Lyndon, S. and Edwards, B. (2021) Beyond listening: the value of co-research in the co-construction of narratives. Qualitative Research. Qualitative Research. pp. 1-19. ISSN 1468-7941

Lyndon, S. and Hale, B. J. (2014) Evaluation of how the blended use of a Virtual Learning Environment (VLE) can impact on learning and teaching in a specific module. ELiSS, 6 (1). ISSN 1756-848X

M

MacDonald, A. (2022) A study into the intersection of gender, age and gender stereotypical play in young children. Undergraduate thesis, University of Chichester.

McCray, J., Palmer, A. and Chmiel, N. (2016) Building Resilience in Health and Social Care Teams. Personnel Review, 45 (6). pp. 1132-1155. ISSN 0048-3486

McLellan, R. (2022) Investigating early years practitioners’ understandings on how changes in hygiene practices due to COVID-19 have affected children within a Forest School context. Undergraduate thesis, University of Chichester.

Mikuska, E. (2022) Book Review: Social leadership in early childhood education and care: An introduction by J O’Sullivan and M Sakr. Sage, Contemporary Issues in Early Childhood.

Mikuska, E. (2023) Conversation with my Classmates: displacement, war, and survival. Genealogy, 7 (4). pp. 1-11. ISSN 2313-5778

Mikuska, E. (2021) Emotional labour and the democratic ECEC. In: European Circular Economy Research Alliance EECERA online festival, 1-14 September 2021, Zagreb, Croatia.

Mikuska, E. (2021) The Importance of Early Childhood Education and Care for Hungarian Ethnic Minority Groups in Romania, Slovak Republic and Serbia. In: The SAGE Handbook of Global Childhoods. Sage, London, pp. 383-397. ISBN 9781529717815

Mikuska, E. (2023) Paradigm Shift in Qualitative Inquiry: Impact of Higher Education on students studying Early Childhood Studies (ECS) Degree in SE England and Isle of Wight. In: International Conference; European Network for Qualitative Enquiry ENQI, 10th to 13th January 2023, Portsmouth, UK.

Mikuska, E. (2023) Policy and Governmentality of Early Childhood Education and Care in England. Pedagoška stvarnost, 68 (2). pp. 123-138. ISSN 0553-4569

Mikuska, E. (2016) Your Emotional, Personal Life and Your Achievements as an Undergraduate. In: The Early Years Handbook for Students and Practitioners: An essential guide for the foundation degree and levels 4 and 5. Routledge, London, pp. 3-15. ISBN ISBN-13: 978-1138776401

Mikuska, E. (2023) Your emotional, personal life and achievements as an undergraduate. In: The Early Years Handbook for Students and Practitioners: An Essential Guide for the Foundation Degree and Levels 4 and 5. Routledge, London. ISBN 9781003154853

Mikuska, E. (2020) The hidden impact of policy requirements on nursery workers in England. In: British Educational Research Association Annual Conference 2020, 4-6 Sep 2020, Online.

Mikuska, E., Fairchild, N., Sabine, A. and Barton, S. (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

Mikuska, E., Raffai, J. and Vukov Raffai, E. (2023) Thinking through the lens of dialogical self, I positions and intersectionality for exploring how Hungarian kindergarten pedagogues experienced the new Curriculum Framework. Global Studies of Childhood. pp. 1-15. ISSN 2043-6106

Mikuska, E. (2014) “Because I am a Mother, I am a better practitioner”: An unexpected theme arising from the analysis of pilot study. In: Society for Research into Higher Education, 9-10 December, Newport.

Mikuska, E. (2016) Deconstructing the ‘voice’ of students studying early childhood education and care (ECEC) that informs the teaching and learning strategies in higher education in the uk context (Hangdekonstrukció az óvónőképzésben: óvodapedagógiai módszertan az egyesült királyságban) Book of selected papers. In: 10th International Methodological Conference, 2016, Subotica, Serbia.

Mikuska, E. (2017) Embodied emotionality in teaching and researching in higher education. Módszertani Közlöny, 7 (1). pp. 190-199. ISSN 2217-4540

Mikuska, E. (2013) Emotions as a specific aspect of Higher Education. In: CNR-NOVELLA research day - To think is to experiment, 1 May 2013, University of East London. (Unpublished)

Mikuska, E. (2013) Enter the world of the student's emotion. In: Research and Scholarship Conference, 03 Jul 2013, University of Chichester, Bognor Regis Campus. (Unpublished)

Mikuska, E. (2013) Epistemological issues which are fundamental to examining how mature students experience their undergraduate degree in the UK. Doctoral thesis, London Metropolitan University.

Mikuska, E. (2018) The Importance of Pilot Studies. [Videos]

Mikuska, E. (2017) The Importance of Piloting or Pre-Testing Semi-Structured Interviews and Narratives. SAGE Research Methods Cases.

Mikuska, E. (2015) The Neo-liberal Undercurrent: Unpaid Staff or Volunteers and Their Impact on the Early Years Sector. In: Annual University Research Conference, 15/07/2015, Bognor Regis Campus. (Submitted)

Mikuska, E. (2020) Nursery workers’ narratives: what makes a ‘good’ nursery worker? Doctoral thesis, London Metropolitan University.

Mikuska, E. (2014) The relationship between higher education, emotion and gender: a qualitative study using text and interviews. Research Methods.

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

Mikuska, E., Khan, T. and Kurowski, A. A. (2021) Home-schooling during the lockdown in England. Journal of Applied Technical and Educational Sciences, 11 (3). pp. 1-18. ISSN 2560-5429

Mikuska, E. and Kurowski, A. A. (2014) Mature students’ stories: a study investigating the complexity of interpretation. In: To Think is to Experiment, 30 April 2014, Centre for Narrative Research (CNR), in collaboration with NOVELLA (Narratives of Varied Everyday Lives and Linked Approaches), University of East London.

Mikuska, E. and Lyndon, S. (2021) Co-constructions, co-performances and co-reflections in early years qualitative research. Journal of Early Childhood Research. ISSN 1476-718X

Mikuska, E. and Lyndon, S. (2018) Embodied professional early childhood education and care teaching practices. In: Conversations on Embodiment Across Higher Education. Routledge Research in Higher Education . Routledge, Abingdon. ISBN 9781138290044

Mikuska, E. and Raffai, J. (2018) Early childhood education and care for the Hungarian national minority in Vojvodina, Serbia. Early Years: An International Research Journal. pp. 1-18. ISSN 1472-4421

Mikuska, E., Raffai, J. and Vukov Raffai, E. (2022) Secondary analysis of qualitative data: Hungarian minority kindergarten pedagogues’ perspectives of the new Curriculum Framework in Serbia. Journal of Childhood, Education & Society, 3 (3). pp. 259-269. ISSN 2717-638X

Montgomery, I. (2023) Exploring the views of primary mainstream school teachers towards the effectiveness of inclusion of children with special educational needs and/ or disabilities within mainstream primary schools. Undergraduate thesis, University of Chichester.

Mukadam, Y. and Mikuska, E. (2016) Developing the practice of staff in partnership with employers. In: The Early Years Handbook for Students and Practitioners. Routledge, Oxon, pp. 43-60. ISBN 978-1-138-776395

O

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. (2020) Conferencing Otherwise: A Feminist New Materialist Writing Experiment. Cultural Studies - Critical Methodologies, 20 (6). pp. 596-609. ISSN 1532-7086

R

Raffai, J., Vukov Raffai, E. and Mikuska, E. (2018) Marking the 175th anniversary of the first Hungarian ethnic minority nursery in Vojvodina, the national identity and the importance of sustaining the native language A 175 éves vajdasági magyar óvodapedagógia a nemzeti identitás és az anyanyelvhasználat kérdésének tükrében. Tanulmányok.

Rayner, L., Laxton, D. and Horn, A. (2023) Helicopter stories to support children's development. Early Years Educator, 23 (18). pp. 38-39. ISSN 2052-4617

Richman, C. (2023) An investigation into the current Early Years crisis within England and how this affects the sector: looking at the opinions of previous and current practitioners. Undergraduate thesis, University of Chichester.

S

Simpson, D., Mazzocco, P., Loughran, S., Lumsden, E., Lyndon, S. and Winterbottom, C. (2023) ‘New normal’ or continued ‘social distancing’? Preschool practitioners’ responses to poverty across post-lockdown England and the USA. Journal of Early Childhood Research, 21 (4). pp. 454-468. ISSN 1741-2927

Somerville, L. (2023) An investigation into how early years settings support and value children’s diverse cultures. Undergraduate thesis, University of Chichester.

Strong, S. (2020) How do children develop concepts of gender? Undergraduate thesis, University of Chichester.

Student, A. (2020) Communication is key: How positive parent partnerships can improve communication within early years settings. Undergraduate thesis, University of Chichester.

Student, A. (2020) A Comparative Study of Behaviour Management Strategies Used Within Three Early Years Settings and Three Primary Schools. Undergraduate thesis, University of Chichester.

Student, A. (2020) AN EXPLORATION OF THE IMPACT OF TECHNOLOGY ON CHILDREN’S BEHAVIOUR IN THE EARLY YEARS. Undergraduate thesis, University of Chichester.

Student, A. (2020) How is free flow play used in Early Years settings? Undergraduate thesis, University of Chichester.

Student, A. (2020) Nature Deficit Disorder: a study of four-year old’s perception of ‘nature’ and their interactions with it. Undergraduate thesis, University of Chichester.

Student, A. (2020) Should ICT be Used in Early Years Settings & Early Years Reception Classes? Undergraduate thesis, University of Chichester.

Student, A. (2020) To what extent is it considered the use of technology impacts upon the social development of children in the early years? Undergraduate thesis, University of Chichester.

Student, A. (2020) An exploration of the impact that communication has on the partnership between practitioner, parent and child in Early Years settings. Undergraduate thesis, University of Chichester.

Student, A.` (2020) An investigation into the experiences Nannies have when settling with a new family. Undergraduate thesis, University of Chichester.

T

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

Townsend, J. (2023) To what extent can therapeutic strategies support young children who are experiencing anxiety, in relation to the Covid 19 pandemic? Undergraduate thesis, University of Chichester.

W

Whitnell, J. (2012) Abnormal psychology: an introduction. In: Foundations for Paramedic Practice: A Theoretical Perspective (2nd Edition). Open University Press: McGraw-Hill Education. ISBN 9780335243877

Whitnell, J. (2012) Child and adolescent mental health. Early Years Educator, 13 (11). pp. 38-44.

Whitnell, J. (2012) Developmental psychology: an introduction. In: Foundations for Paramedic Practice: A Theoretical Perspective (2nd Edition). Open University Press: McGraw-Hill Education. ISBN 9780335243877

Whitnell, J. (2012) Safeguarding children. In: Foundations for Paramedic Practice: A Theoretical Perspective (2nd Edition). Open University Press: McGraw-Hill Education. ISBN 9780335243877

Z

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

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