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Neurodiversity in Education Week: A Call for Panelists and Interviewees

Neurodiversity in Education is in the process of organising a pivotal online event, Neurodiversity in Education Week, slated for the end of September. Our vision is to create a platform that highlights the significance of neurodiversity in the educational landscape, both in the classroom and within the broader workforce. To achieve a rich and varied […]

Investing in the Early Years: priorities and challenges

The UK government’s latest policy on childcare will see more parents offered free access to provision from April 2024 with the intention of helping them stay in work (HM Treasury 2023). However, the increasing demand for affordable childcare services is happening in an evolving socio-economic landscape marked by a cost of living crisis and rising […]

The spatial reasoning toolkit: Enhancing children’s early mathematical learning

SARAH MCCARTHY AND EMILY K FARRAN, SCHOOL OF PSYCHOLOGY, UNIVERSITY OF SURREY, UK  SUE GIFFORD, SCHOOL OF EDUCATION, UNIVERSITY OF ROEHAMPTON, UK Spatial reasoning – the ability to understand the properties of objects and how they relate to other objects – is important for supporting children’s development of mathematics understanding (Mix et al., 2016). Spatial reasoning […]

Become a Chartered College of Teaching Research Champion

Become a Chartered College of Teaching Research Champion   Overview Are you passionate about advancing education through evidence-informed practices? Elevate your impact by becoming a Chartered College of Teaching Research Champion. This crucial role positions you as a liaison between the Chartered College of Teaching and your school, fostering a culture of evidence-informed practice and […]

Teaching Philosophy Statements: What are they and how do I write one?

Lewis A Baker, Faculty of Engineering and Physical Sciences, University of Surrey, UK Introduction The purpose of this article is to justify the engagement in developing a teaching philosophy statement and to scaffold the writing process. For those already familiar with such documents, this article will argue for the value of revisiting a teaching philosophy […]

Perceptions of risky play in early childhood education

NICOLA PEARCE, EARLY CHILDHOOD EDUCATOR, EDGE HILL UNIVERSITY, UK Theoretical framework Risky play in early childhood education is a concept that has seen a recent rise in popularity but remains a relatively new research area. Play is often defined as ‘risky’ based on the characteristics of where or how children play – at heights or […]

Early Years teachers’ perspectives on their pedagogies of play and mathematics

DR ELIZABETH CARRUTHERS, FORMER HEADTEACHER, UK This research was part of my doctoral thesis on the pedagogy of children’s mathematical graphics (Carruthers, 2022), funded by the Martin Hughes Memorial Trust, Bristol University. The overall aim of this section of the study was to capture teachers’ perspectives as they reflect on their pedagogies of mathematical play. […]

Supporting under-fives and their families with communication, language and literacy development: A collaborative research circle project

KAREN BOARDMAN, HEAD OF DEPARTMENT OF EARLY YEARS EDUCATION, EDGE HILL UNIVERSITY, UK CHARLOTTE HINDLEY, SENIOR LEADERSHIP TEAM, PLATT BRIDGE COMMUNITY SCHOOL, UK  SILVIA CONT, DEPARTMENT OF EARLY YEARS EDUCATION, EDGE HILL UNIVERSITY, UK Introduction  The challenges faced by Early Years settings in supporting children’s communication, language and literacy (CLL) development and attainment towards the […]

Children’s language, literacy and literature

This event brings together speakers and delegates who are passionate about stimulating children’s excitement about literature and their learning of language and literacy, working towards positive change in the curriculum. This event will feature internationally renowned key note speakers and workshop leaders presenting the latest research and exemplary education practice. Speakers Professor Li Wei – Director and Dean, UCL […]

Teachers: The forgotten health workforce

Original article by: Lowry C, Leonard-Kane R, Gibbs B et al. (2022) Teachers: the forgotten health workforce. Journal of the Royal Society of Medicine 115(4): 133–137.    Introduction Amidst rising rates of mental illness among children, this commentary highlights the role of teachers as the forgotten health workforce. According to the Mental Health of Children and […]

From the editor

David Leat, Professor of Curriculum Innovation, Newcastle University, UK Introduction Teachers are curriculum makers. Whatever is mandated in National Curriculum documents or signalled in the Ofsted inspection framework, there is still a long step from the ink on the page to the classroom. However, policy developments over the last 30 plus years have not necessarily […]

Supporting pupil mental health around bereavement and loss

Catherine Hitchcock, Deputy Head (Pastoral) and DSL, UK The setting is a 4-11 co-educational independent Prep School in South West London and this case study outlines the school’s approach to supporting pupil mental health around bereavement and loss. School priority The school has prioritised the support of bereavement and loss as an area to develop […]

Children’s early artistic learning: What do we need to know? What do we need to do?

Dr Emese Hall, Senior Lecturer in Art Education, University of Exeter, UK Introduction Children’s early artistic learning can be very interesting, but the term ‘development’ can be misleading as it might be seen to assume an unfolding of something that is bound to occur, and over which the individual has little control. For example, we […]

Reflections of parent relationships as partners in the Early Years: A person-centred approach

Amanda Norman University of Winchester, UK Relationships between parents and practitioners working in early education and care (EEC) settings Working in partnership with parents and carers is central to the Early Years Foundation Stage statutory framework (DfE, 2021a) and is one of the seven key features of effective practice in ‘Development Matters’ (DfE, 2021b). Collaboration […]

Helping children in the Early Years to improve their communication: The impact of an eight-month programme of professional development

Fliss James, Deputy Director, East London Research School, UK Julian Grenier, Director, East London Research School, UK Melissa Prendergast, Deputy Director, East London Research School, UK As practitioners working with children throughout the COVID-19 pandemic, we are keenly aware of the legacy of difficulties from lockdowns. In keeping with the recently published findings of the […]

How a Higher Education Early Years teacher-training course constructed a wellbeing culture that influences the practice of the tutors and students

Deborah Brown, Lecturer in Primary and Early Years Education, University of Sussex, UK The values and experience that I bring into this research perspective are from mixed experiences of teaching in nursery, school and higher education (HE) environments. More recently, I have used the experience and expertise that I have within the zero-to-five age range […]

Supporting students to develop literacy skills

Introduction This themed collection is designed for teaching assistants on the theme of developing literacy skills. A themed collection brings together a range of useful resources on a specific topic to support practitioners deepen their knowledge in this area and shape their own professional learning. These collections can also be used to inform collegues’ professional […]