Chichester Research

Library of Congress Subject Areas (5)
- L Education (4)
  - LB Theory and practice of education (4)
    - LB1139 Early childhood education (93)

Jump to: A B C E F J K L M P R S T W

Number of items at this level: 93.

A

Abbott, R. (2015) Neuroscience and the development of memory. Early Years Educator, 17 (7). pp. 38-44. ISSN 1465-931X

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.

B

Ballard-Neale, A. (2023) The value of play as a pedagogy beyond the early years foundation stage (EYFS) And into Key stage one (KS1). Undergraduate thesis, University of Chichester.

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

Borrett, A. (2023) The origins, benefits and challenges. Early Years Educator, 23 (18). pp. 34-35. ISSN 2052-4617

Burkitt, E., Barrett, M. and Davis, A. (2003) The effect of affective characterizations on the size of children's drawings. British Journal of Developmental Psychology, 21 (4). pp. 565-583. ISSN 0261-510X

Burkitt, E., Barrett, M. and Davis, A. (2004) The effect of affective characterizations on the use of size and colour in drawings produced by children in the absence of a model. Educational Psychology, 24 (3). pp. 315-343. ISSN 0144-3410

Burkitt, E. and Watling, D. (2013) The impact of audience age and familiarity on children's drawings of themselves in contrasting affective states. International Journal of Behavioral Development, 37 (3). pp. 222-234. ISSN 0165-0254

C

Compton, S. (2023) Exploring knowledge, practices and pedagogy of diversity in English early childhood education. Undergraduate thesis, University of Chichester.

Cooper, L. and Laxton, D. (2022) Play in extremis. In: Introduction to Play. Sage, London, pp. 209-221. ISBN 9781529743579

Cooper, L. and Doherty, J. (2010) Physical Development. Supporting Development in the Early Years Foundation Stage . Continuum: Bloomsbury Publishing, London. ISBN 9781441124005

Cooper, L., Johnston, J., Rotchell, E. and Woolley, R.et al (2010) Knowledge and Understanding of the World. Supporting Development in the Early Years Foundation Stage . Continuum: Bloomsbury Publishing, London. ISBN 9781441137623

E

Everley, S. (2016) The Use of Arts Based Methods in Research – what do the children think? In: BERA Annual Conference 2016, 13th-16th September 2016. (Unpublished)

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. (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. (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. (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)

J

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

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.

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.

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. 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

Kurowski, A. A. and Mikuska, E. (2023) Language, self-esteem, and academic achievement: mature students’ emotionally incited stories. Educational Role of Language Journal, 2023-1 (9). pp. 21-32. ISSN 2657-9774

L

Laxton, D. and Cooper, L. (2024) Global refugee crisis: focus on the child. In: Contemporary issues and the 21st century child: new perspectives in childhood. Sage, London, pp. 95-110. ISBN 9781529618778

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. and Horn, A. (2023) An early years model of transformative leadership: Becoming a change agent. Early Years Educator, 23 (21). pp. 20-21. ISSN 2052-4617

Laxton, D. (2016) Everyone gets better. Early Years Educator, 18 (5). pp. 14-16. ISSN 1465-931X

Laxton, D. (2017) Trainee teachers really can be change agents. Early Years Educator, 19 (8). pp. 18-20. ISSN 1465-931X

Laxton, D. (2018) We are beginning to hear the male voice in childcare. Early Years Educator, 19 (9). pp. 18-20. ISSN 1465-931X

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 1467-8535

Laxton, D., Cooper, L., Younie, S. and Shresth, P.et al (2020) Translational research to support early childhood education in crisis settings: A case study of collaborative working with Rohingya refugees in Cox’s Bazar. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 49 (181318). pp. 1-19. ISSN 0300-4279

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

M

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

Maitland, J. (2020) Whole-school approaches to building resilience & promoting mental health: embracing complexity. BERA Bites, 6. p. 14.

Mantle, M. (2017) Assessment of reflective writing (should we?). The difficulties of assessing reflective writing. In: University of Chichester - learning and teaching conference, 7th June 2017, University of Chichester. (Unpublished)

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. (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. (2022) Narrative approach to investigate experiences of kindergarten pedagogues in Serbia. In: International Conference - Narrative ISSN, 28-30 June 2022, University of Chichester.

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.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

Mikuska, E. and Kurowski, A. A. (2023) Developing the practice of staff in partnership with employers. In: The Early Years Handbook for Students and Practitioners. Routledge, London, pp. 34-40. 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, 14 (2). pp. 156-170. ISSN 2043-6106

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. (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. (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. 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 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

P

Parker, E., Laxton, D. and Horn, A. (2023) An empathetic leader. Early Years Educator, 23 (19). pp. 23-24. ISSN 2052-4617

Popper, S. (2010) High quality leadership and the early years professional status award. In: Integrated Children's Centres: Overcoming Barriers to Truly Integrated Services. David Fulton: Routledge, Abingdon, Oxon. ISBN 9780415479141

Popper, S. (2013) Re-thinking Superhero and Weapon Play: Superheros and Children's Moral Development. 9780335247066 . Open University Press: McGraw-Hill Education, Maidenhead, Berkshire. ISBN 9780335247066

R

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.