Examining the impact of Covid-19 on children’s centres in Bristol
Lessons for policy, practice & promoting life chances in the early years
Early Years
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High standards, not high stakes
An alternative to SATs that will transform England’s testing & school accountability system in primary education & beyond
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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Being active in play environments: The key to children’s health and wellbeing
Playground closures due to the ongoing pandemic have led to urgent calls for city councils and authorities in the UK to keep play spaces open. Parents and experts reason that home isolation has...
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Summer 2021
The serious side of nature, outdoor learning & play International perspectives Research Intelligence issue 147 The special section in this issue looks beyond the dominant Eurocentric and...
Embedding sustainability education in practice
A series of blogs that explore how new initiatives in a number of countries are developing and delivering education for sustainable development, from the early years to higher education.
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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President Roundtable Seminar Series: The Role of Early Language Development and Social Mobility
Online registration for this event has now closed, to register please email events@bera.ac.uk Link to event recording #BERA_PresRT @BERANews Lead: Iram Siraj OBE, Professor of Child...
We need an evidence-based expert approach to the post-pandemic recovery of young people
In December 2020, the Westminster government promised to set up an expert group to consider solutions to the huge variability of the impact of the coronavirus pandemic on pupils’ educational...
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The Covid-19 pandemic and the early years workforce
The evidence is clear that motivated, knowledgeable and experienced staff are key to supporting children’s development in early years settings (see for example Melhuish, Ereky-Stevens, &...
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