New series of the BERA podcast
This autumn we have launched a new series of the BERA podcast. Over the next few weeks we will continue to feature emerging research which connects to policy and practice. Already we have...
Early Years
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Covid-19 school closures, working from home and family challenges: A novel solution
Covid-19 presented a set of challenges for UK universities, and where ‘business as usual’ was expected, staff working practices intensified. The impact of this has not been equal, with the...
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Contemporary curriculum debates in early childhood education and care
With the revised Early Years Foundation Stage (EYFS) becoming statutory, the Early Childhood Education and Care (ECEC) special interest group arranged a webinar series to provide space for wider...
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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...
BERA Blog post #1,000
It hardly seems possible, six years after its creation of the BERA Blog, that this is its one-thousandth post. The brainchild of BERA CEO Nick Johnson, in 2015 the BB set out to provide...
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BERA funds over £40,000 of research on race and ethnicity
We are delighted to announce new funding looking at aspects of race and ethnicity across the education sector. There are five recipients of the new round of small grant funding: Melissa Jogie...
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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Examining the impact of Covid-19 on children’s centres in Bristol
Lessons for policy, practice & promoting life chances in the early years
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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