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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

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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

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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. (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., 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

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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

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Simpson, D., Mazzocco, P., Loughran, S., Lumsden, E., Lyndon, S. and Winterbottom, C.et al (2023) ‘New normal’ or continued ‘social distancing’? Preschool practitioners’ responses to poverty across post-lockdown England and the USA. Journal of Early Childhood Research. pp. 1-15. ISSN 1741-2927