Highlights from the first 1,000 BERA Blog posts
This series celebrates our one-thousandth BERA Blog post by republishing some of our favourites from among the posts that have proven most popular since the blog began in 2015. The collection both...
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Showing results 61–72 of 158
How can books hit the sweet spot between the reader and the story character?
Why do some stories resonate with readers more than others? It is probably because they minimise the distance between the reader and the story character. The classic reader-response theory...
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The impact of Covid-19 on children in early years settings
In April 2020, senior managers from Kids Planet Day Nurseries[1] approached researchers at York St John University to explore the impact of Covid-19 on the young children in their care. Two...
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Examining the impact of Covid-19 on children’s centres in Bristol
Lessons for policy, practice & promoting life chances in the early years
The impact of Covid-19 on early years settings & their staffing decisions
This report shares insights into how Covid-19 impacted upon on the early years workforce in England, Wales and Scotland during the first year of the pandemic, focusing on how pre-existing issues...
The impact of Covid-19 on the mental health & learning of young children
This report investigates the impact of Covid-19 on the mental health and learning of young children through surveys and interviews with early years practitioners, and interviews with parents....
Taking notice: Children’s observation skills in nature as a basis for the development of early science education
‘In that earliest childhood, we get those invisible glasses through which we look at the world all our lives, and these glasses color our views.’ Lainšček, 2020 This beautiful quote from...
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A case study of blended pedagogies used in an early years undergraduate degree
This case study explored the tensions of using digital technology alongside an outdoor, sensory approach to learning (Sakr, 2020; Hughes, 2011); the effects on student learning; and the...
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Education & Covid-19: BERA Small Grants Fund research reports
This series of reports presents the findings and recommendations of 14 research projects that have investigated Covid-19's impact on important aspects of education and educational research. This...
Social-emotional competences: Conceptualisation, childhood inequalities and predictive value for socioeconomic attainment in adulthood
The development of social and emotional competences is increasingly being recognised as essential for children’s adaptive development in school as well as in other settings and later life (OECD,...
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Contemporary curriculum debates in Early Childhood Education and Care – 3
Online registration for this event has now closed, to register please email events@bera.ac.uk. #BERA_EYFS @BERANews @ececsig With the revised Early Years Foundation Stage guidance being...
Contemporary curriculum debates in Early Childhood Education and Care – 3
With the revised Early Years Foundation Stage guidance being used by early adopters we argue that now is a good time to focus on revisiting the function of Early Childhood Education and Care...
