All those who read the Early Years journal will know that we have an excellent Editorial Board with members from all over the world. We are encouraging them to let members know a little about themselves through this new part of the Member Profiles pages called ‘Editorial Member Profiles’. We hope you will enjoy having this additional information and reading about those who work hard on our behalf to ensure the articles in our Journal are interesting, informative and suitably academic.
Ingrid Pramling Samuelsson is professor of early childhood education, holds a UNESCO Chair in Early Childhood Education and Sustainable Development and World President of OMEP (Organisation Mondiale pour l’Éducation Préscolaire). Her research has primarily been about children’s learning of different content in preschool practice, children’s perspectives, didactic questions and preschool as a learning environment. She is currently working with questions about education for sustainable development in an international perspective.
Her research interests are associated with different dimensions of early childhood curriculum, including play-based learning, teacher thinking, sustainability education and digital technologies in the early years.
Susan has published books, chapters, journal articles and textbooks in these areas and has achieved national recognition for the quality of her teaching from the Australian Learning and Teaching Council.
Former Dean and Head of Faculty of Education at Nottingham, he works in England, Finland and Australia each year, writes bad poetry and plays the violin. Until recently, he was adviser to the Minister of Education and Children’s Services, South Australia.
He now freelances across the world and is a Trustee of CREC, of EECERA and several international groups. He was a member of the OECD Starting Strong team, being the rapporteur for Finland.
My name is Jan Georgeson and I am Research Fellow in Early Education Development at Plymouth University. I taught in the early years sector from 1984, mainly working with children with special educational needs, and started the long journey towards an Ed.D in Educational Disadvantage and Special Educational Needs in 1998, researching in day nurseries and preschool playgroups.
I finally got there in 2006. Doing a doctorate part-time can be a lonely business, and meeting up with people at TACTYC events was very important, especially as there was no-one else working in early years on my course.
I’ve also been involved in several research projects on disability and children’s voice, and supporting parents as educators of very young children. I have a particular interest in practitioners taking vocational pathways into work in early years settings and have been involved with training and assessing candidates for Early Years Professional Status since it first came on to the scene. I am also interested in using Activity Theory and Functional Linguistics to analyse organisation and interaction.
I found out about TACTYC from a colleague who told me about the friendly conferences that it organised. I then made the connection between TACTYC with its respected journal, Early Years. I applied to become an Assistant Editor, helping the main editors of Early Years with administrative tasks and have now taken on the role of Reviews Editor. In this capacity, I also attend TACTYC Executive meetings, which means I get to meet up regularly with committee members and find out about the important work TACTYC does in keeping early years issues at the forefront of policy and training decisions.
My name is Rod Parker-Rees. I am an Associate Professor (senior lecturer) in Early Childhood Studies at the University of Plymouth with overall responsibility for coordination of all our Early Childhood Studies programmes. After completing a degree in English Language and Literature I was fortunate enough to be able to take a PGCE course which allowed me to specialise in working with 3-4 year old children and I thoroughly enjoyed working as a nursery teacher and as a reception class teacher in Bristol.
My teaching is now focused more on our BA and MA ECS programmes than on the BEd and PGCE and my main areas of interest are early child development, the beginnings of communication and the role of playfulness, both in childhood and throughout life.
I have written various chapters and articles on these subjects (including one in Volume 27, Number 1 of ‘Early Years’), I co-edited a four volume collection of research in Early Years Education (Routledge 2007); also the third edition of Early Childhood Studies: an introduction to the study of children’s worlds and children’s lives (Learning Matters, 2010) and I am looking forward to the publication of Meeting the child in Steiner kindergartens: an exploration of beliefs, values and practices (to be published by Routledge, April 2011) which I have been privileged to edit. This is the outcome of a project which involved Steiner and non-Steiner early years educators sharing in an exploration of what Steiner kindergarten teachers do (and why) with a focus on how they get to know the children in their class.
I have been one of the editors of our Early Years Journal since 1999 – before the days of email and file attachments – and I greatly appreciate the opportunities this gives me to work with a wide variety of contributors, not to mention an excellent team of colleagues. I have been on the executive committee of TACTYC for even longer and have enjoyed the regular opportunities this has given me to meet a dedicated and delightful bunch of people and to keep informed about a wide variety of early years issues.
Michel Vandenbroeck is professor at the Department of Social Welfare Studies, Faculty of Psychology and Educational Sciences, Ghent University in Belgium. He teaches Early Childhood Care and Education and Family Pedagogy. His research focuses on early childhood policy and practice and parent support, with a special interest for diversity and social inclusion. He authored several international publications on these issues.
Before his employment at the Department, he worked as project coordinator at VBJK Centre for Innovation in the Early Years, where he set up projects on diversity in early childhood care and education and on professional development. At present, he is president of the Board of VBJK. He was a co-founder of the European network DECET (Diversity in Early Childhood Education and Training) and is also a member of the Board of Trustees of the European Early Childhood Education Research Association. Het sits on several advisory boards, including the advisory board of Kind en Gezin, the governmental agency for child care and preventive parent support in the Flemish Community of Belgium.
My name is Malva Villalon and I am Professor of Educational Psychology at the Pontificia Universidad Catolica of Chile. I received my Ph.D. in Developmental and Educational Psychology from the Universidad de Barcelona, Spain. My research focuses on early literacy learning of at-risk children attending public schools since 1998. My recent research is a longitudinal study of at-risk children from public schools participating in an intervention program that emphasize reading and writing from kindergarten (2009-2011). Since 2012, I have begun a study on the practical knowledge of early childhood teacher students for the teaching of oral language and literacy.
I am the author of a book on early literacy learning in Spanish: Alfabetización Inicial: claves de acceso a la lectura y la escritura desde los primeros meses de vida (2008). I participated as co-director of the project: Design of the National Teaching Standards for Early Childhood Initial Education, entrusted by the Chilean government. My recent papers present results from my research on the literacy development of Spanish language learners and from the evaluation of a professional development program that promotes early literacy learning in Chilean public schools serving at-risk children.
She has taught young children in the U.S. and Latin America and her research interests include the language and literacy of young bilingual children, family involvement, and culturally responsive education.
She is co-editor, with Eve Gregory and Susi Long, of Many Pathways to Literacy: Young Children Learning with Siblings, Peers, Grandparents, and Communities. Dr. Volk has published articles in the Early Childhood Research Quarterly, Young Children, Research in the Teaching of English, Literacy, and Anthropology and Education Quarterly. She is the recipient of Cleveland State University’s 2011 Distinguished Teaching Award.
Jiaxiong Zhu is Professor of Early Childhood Education at the College of Early Childhood and Special Education, East China Normal University, Shanghai, P.R. of China. His main areas of interest are early childhood curriculum and culturally appropriate ECE.
He is currently an executive of the Chinese Society of Education (CSE) and Chair of the Mainland China Committee of the Pacific-Rim Early Childhood Education and Research Association (PECERA).