Pedagogical space(s): The benefits of collaboration with forest school providers for the early years classroom teachers and pupils

Competing discourses in early childhood education and care

In 2022, the Foundation Phase in Wales will be replaced by the new Curriculum for Wales (CfW), a national framework for children aged between three and 16. One of its aims is to provide...

Professionalism for those working with the under-threes: a Northern Irish perspective

Competing discourses in early childhood education and care

Northern Ireland has an established early childhood education and care (ECEC) system with some strengths, such as near-universal participation in pre-school education. However, for children under...

Children’s design and co-creation of classroom space as a Spatially Democratic Pedagogy

Competing discourses in early childhood education and care

Imagine a classroom of four-to-five-year-old children designing and co-creating their classroom spaces. They are not passive recipients of the spaces created for them, but architects, product...

Competing discourses in early childhood education and care

Early childhood education and care (ECEC) has developed to meet different aims to encourage children’s holistic development; embed attitudes consistent with lifelong learning; facilitate...

Editorial: Competing discourses in early childhood education and care

Competing discourses in early childhood education and care

Early childhood education and care (ECEC) has developed to meet different aims to encourage children’s holistic development; embed attitudes consistent with lifelong learning; facilitate...

BERA Research Commission 2019–2020: Competing discourses in early childhood education and care

Tensions, impacts and democratic alternatives across the UK’s four nations

Affective sociomaterialisation: An inquiry into early childhood subjectivities within outdoor early childhood provision in Scotland, UK

Competing discourses in early childhood education and care

In my doctoral research I focus on alternative outdoor early childhood provision in Scotland. I foreground a sociomaterial approach to understand how young children’s subjectivity, related to...

BERA Research Commission 2019/2020: Manifesto for Education for Environmental Sustainability (EfES)

The final manifesto from the BERA-funded research commission on environmental sustainability calls for sustainability to become a key feature of the curriculum, inspections and other...

Ethnicity & the early years workforce: A census of staff in maintained nursery schools in England

Race & Education: BERA Small Grants Fund research

This study, supported by BERA's Small Grants Fund (SGF), surveyed ethnicity across staff working in maintained nursery schools (MNSs) in England.  The project aimed to gather a robust...

Race & Education: BERA Small Grants Fund research

This series of reports presents the findings and recommendations of five research projects that have investigated aspects of race and ethnicity across the education sector. Supported by BERA's...

The stuff of play: Taking posthuman and feminist materialist theory out to play in the materiality of the early childhood classroom

As a researcher in early childhood teacher education, you spend inordinate amounts of time reading and attempting to make sense of a variety of theories. Every now and again, however, theory leaps...

HE Education Research Census 2022

The UK-wide census of all HE-based education researchers has just been launched. It is a nationwide census examining the characteristics, experiences and attitudes of education researchers...