Reflections

Undertaking a Reflections paper offers you the chance to have a short paper web-published and responded to by like minded professionals. These are a popular part of our website and we always welcome more papers. Please contact Rory McDowall Clark with your thoughts, ideas or draft/completed papers. How to write your reflections article – information here.

2019 Student Reflections Award

There were many interesting and varied papers submitted for this year’s Student Reflections Award and after much deliberation we can now announce the results. The winner is Kathleen Bailey from the University of Sussex who challenges taken-for-granted assumptions about nature as ‘good’. Runner-up is Hayley Preston writing about quality interactions with children. Coincidentally Hayley is also from Sussex (the judging panel have no information about writers or their institution when they review the papers). Kathleen’s paper appears below and Hayley’s will be published here shortly.

Papers submitted to the ‘Reflecting on Early Years Issues’ section:

2019 Reflections

‘Nature’ as ‘good’ an ECEC product and practice – Kathleen Bailey
The play, pedagogy, learning and teaching divide: can we close the gap? – Nicola Stobbs
Pedagogical documentation: a Hungarian perspective – Bernadett Nagy
Supporting Toddlers’ Wellbeing: Reflections on the Impact of the Toddler Wellbeing (ToWe) Project – Helen Sutherland
What makes a good team leader in SEN early years contexts? A support staff perspective – Sam Boseley
But what if they don’t ask the right questions? Problems of power and control in researching with children – Carla Solvason and Johanna Cliffe
‘Chit-chat’ every day helps with work, rest and play:supporting parents to develop young children’s language skills – Linda Withey

2018 Reflections

Two birds with one stone:how putting the value back into mealtimes can improve children’s communication and long-term health – Rachel Hingston
Listening to children creates Better Beginnings – Megan Taddeo
Beyond Ephgrave: Reflecting on the implementation of ‘In The Moment Planning’ in a rural day nursery – Joanne Smith
How do we ensure a seamless transition into Year 1 for children who have experienced a play-based curriculum? – Sue Quirk with Victoria Pettett
Moving from Inadequate to Outstanding – Victoria Pettett with Sue Quirk
We don’t play guns at nursery – why we need to talk about weapon play – Amy Perkins
Being Bold in 2018 – Di Chilvers

2017 Reflections

Trade Unionisation of Ireland’s Early Childhood Care and Education (ECCE) Workforce – Colette Saunders
Embracing the neurodiversity movement – Jaime-Lee Knight
Placing trust in play – Emma Bailey
‘You’ve got a secret smile and you use it only for me’: infants’ intentional communication within the home – Caroline Guard
When we look, what do we see? – Linda Withey
Getting its Act Together: Why we need stronger EU leadership in developing a common EU framework for Early Childhood Education and Care (ECEC) – Bronwen Cohen

2016 Reflections:

- Who owns the ‘rights’ to early development – Gareth Betts-Davies

- Using Rhizomatic Thinking in Early Childhood Pedagogy to Avoid Making Other into Same – Johanna Cliffe and Carla Solvason

- Literacy through music – Maria Kay

- Screening the word learning of bilingual toddlers: A first guide – Dr. Allegra Cattani

Entitlement or commodity? Tensions between universalism and marketisation in English early childhood education – Nathan Archer

2015 Reflections: 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

The impact of Early Years Teachers upon quality: views of managers and Early Years Teachers – Paige Alim
Reflections on Quality in Early Years – Penny Webb
Children’s Rights in Early Childhood Provision: A Comparative Study – Aline Cole-Albäck
Food for Thought – Linda Withey
Childcare: a Business? – Jemima Murray

2014 Reflections: 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

Continuing professional development for teaching assistants: encouraging competence or ensuring performance? – Dr. Sally Neaum
The significance of relational pedagogy to young children’s speech, language and communication in early years settings – Dr. Caroline Blackburn
Are we there yet? – Helen Parkins
Making reflective practice more effective practice – Hilary Smith and Lucy Driver
Child’s Play? Does ‘subject’ learning having a role in pretend play? – Maulfry Worthington
Children as Experts in Infant School transitions – Megan Taddeo
Supporting children with chronic medical conditions in the Early Years Foundation Stage: a case for discrimination? – Dr. Jackie Musgrave.
Crossing Continents – Dr. Kathy Goouch and Dr. Sacha Powell
The McMillan Sisters and the ‘Deptford Welfare Experiment’ – Dr Pam Jarvis

2013 Reflections: 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

Supervision and Adult Attachment – Geoff Taggart and Jo Elsey
Seeking Froebel’s ‘Mother Songs’ in Daycare for Babies – Dr Sacha Powell, Dr Kathy Goouch and Louie Werth
The phonics check for Year 1 children in England: unresolved issues of its value and validity after two years – Professor Margaret M Clark OBE
Margaret McMillan’s Ideals for Early Years Teacher Education: The Impact on Contemporary ITE Teacher Development – Dr Betty Liebovich
Research Brief: working in partnership with parents to create inclusive environments for children, aged 0-3 years, with chronic health conditions: parents’ perspectives – Jackie Musgrave
Valuing languages of spirituality: listening to two- and three-year olds in a day nursery in England – Dr. Gill Goodliff
‘Between the time that you are born and the time that a man goes into childcare…at what point is he influenced towards it?’ The values, beliefs and reported practices/experiences of six male practitioners within early childhood education and care in England – Charlotte Jones
Can using transitions story guides support parents and children in understanding their transition journeys? – Sue Johnson
Supporting the Development of Reflective Dispositions for Professional Practice – Dr. Karen Hanson
Recontextualisation in the ‘region’ of early years professional knowledge – Jim Hordern
An exploration of practitioners’ perspectives of promoting sustained shared thinking in an early childhood setting……a case study – Anne Purdon
Embedding Ethicality within Student Practice-Approaches and Dilemmas – Carla Solvason
Quiet undertones to promoting literacy in early years: a reflective experience – Lisa Fairclough
By-passing the debate: beyond the ‘technology question’ in the early years – Associate Professor Suzy Edwards- Response – Rory McDowall Clark | Response – Natalia Kucirkova
What in the world is happening to babies? A critical perspective of research and support for baby room practitioners in England – Dr Sacha Powell and Dr. Kathy Goouch
Is there space for the child in partnership with families? – Rory McDowall Clark | Response – Dr. Margaret Simms
Seeking a successor: who can light up this dark world? – Sandra Smidt

2012 Reflections: 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

Pretend play and mathematics – informing the ‘school readiness’ debate – Maulfry Worthington
Music matters in early years’ settings – Mary Fawcett
Research and the Early Years Practitioner-Researcher – Carla Solvason
Payment By Results – what is the impact on practitioners, researchers, parents and children? – Anita Soni
The Diverse Communication Needs of Young Children in the Foundation Stage Reflecting on Policy to Practice Issues – Carolyn Blackburn
A Summary of Critical Commentary on Reforming the Early Years Foundation Stage (the EYFS): Government Response to Consultation – Richard House

2011 Reflections: 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

The Baby Room Project – Dr. Kathy Goouch and Dr. Sacha Powell
Magnificent Sunrise: Critical Writing Explained – Dr. Margaret Simms
Reading for Reflection: how reading and critiquing a research paper can stimulate personal reflection – Elizabeth Appleton

2010 Reflections: 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

Transistion from Kindergarten to School in Estonia – Kerstin Kööp
“It’s hard for me, I move a lot”: Designing and implementing a one-year Pilot Project to Support Service Children at Halton School during periods of Mobility and Parental Deployment – Joy O’Neill
On Learning from the Research Successful: how do teacher educators ever become established researchers? – Jean Murray
‘Practitioners’ Experiences’ – what difference has the EYFS made? – Dr. Liz Brooker
Dance for young children can provide so much more than physical exercise. Could Early Years practitioners be the key to extending this learning opportunity to more children? – Mandy Fouracre
Making sense of Swedish practice: is it that different from practice in Wales? – Alyson Lewis
Supply – but no demand? – Amanda Thomas
Reclaiming Our Children’s Rights from the Jaws of School Effectiveness – Jane Murray

2009 Reflections: 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

Social and Emotional Aspects of Learning (SEAL): Panacea or Pandora’s Box? – Dr. Sue Bingham
‘Research’ in early childhood settings: a pause for thought – Prof. Angela Anning | Response from Michelle Garcia Diaz | Response from Laura Ashton
‘Key Group Time’ is a time for Intimacy: ‘Circle Time’ is a time for group thinking – Why They Must be Different – Dorothy Y. Selleck | Response from Estelle Martin
Can Forest School Act as a Spur to Better Quality Outdoor Experiences? – Sara Knight | Response from Mallika Kanyal
The play’s the thing: redefining and rethinking play –
Sandra Smidt | Response from Michelle Garcia Diaz, with feedback from Sandra Smidt and comments from Janet Moyles | Response from Karla Roberts | Response from Cate Mawby

2008 Reflections: 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

How can young children’s mental health be promoted in the early years within the Early Years Foundation Stage? – Anita Soni
Understanding Racism – Jane Lane

2007 Reflections: 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

Early Years in Crisis? Reflecting on the past ten years, hoping for the future – Margaret Edgington
Creativity and Possibility in the Early Years – Anna Craft
Summer-Born Children Deserve Equal Opportunities – Jane Payler and David Whitebread | Response from Joanne Williamson
Early Years Professional Status (EYPS): The joys of assessing! – Jane Payler | Response from Margaret Simms

2006 Reflections: 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

The rights and wrongs of parenting programmes – Elizabeth Brooker
Dimensions of early years professionalism – attitudes versus competences? – Avril Brock
Recruitment and Retention of Early Years and Childcare Practitioners in Private Day Nurseries – Margaret Simms
What is meant by ‘synthetic phonics and what impact will the Rose Report have on our teaching of reading before formal school age? – Sue Vermes | Response from Hilary McEvoy
The Rose Report in context: What will be its impact on the teaching of reading? – Professor Margaret Clark
Seeing the Wider Picture. Reflections on the Reggio Emilia Approach – some evidence from research – Theodora Papatheodorou

2005 Reflections: 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

Reflecting on creativity and cognitive challenge: visual representations and mathematics in early childhood – some evidence from research – Maulfry Worthington | Response from Torill Hindmarch
Writing Up Research Involving Child Participants: some Reflections by Ian, aged 5 years – Deborah Albon
Children, Food and Jamie Oliver! – Kate Wagner
Children, Divorce and Family Relationships – Jayne Woodhouse
SureStart, Families and Debt
Amanda France
Playing: the Reading Game and Phonics – Dominic Wyse | Response from Marian Whitehead | Response from Lyndsay Johnston
Leadership: an essential ingredient or an optional extra for quality early childhood provision? – Jillian Rodd | Response from Margaret Simms
Early mathematics achievement in the context of the National Numeracy Strategy – Carol Aubrey
Analysing and Understanding Research Findings: practitioner/researcher interaction – Hilary Fabian | Response from Simon Jones