½¿É«µ¼º½

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

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...

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

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

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...

Editorial: 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...

½¿É«µ¼º½ Research Commission 2019–2020: Competing discourses in early childhood education and care

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

Race Equality in Education

½¿É«µ¼º½ rejects any form of discrimination on grounds of sex, gender, gender reassignment, age, race, ethnic or national origins, colour, marital status, sexuality, family responsibility, disability...

Jennifer Clement

Senior Lecturer

Jennifer Clement is a senior lecturer in initial teacher education and professional learning at Cardiff Metropolitan University. Her current research looks at the construction of teaching and...

Suzanne McCartney

Lecturer

Suzanne McCartney is a lecturer in early childhood studies at Stranmillis University College. Her research focuses primarily on education and care for very young children (birth-to-three years)....

Tensions in scaling up effective professional development: Balancing programme integrity and school adaptation

Decades of research have sought to unpack the challenges of balancing programme integrity and school adaptation when taking educational interventions to scale. Professor emeritus Larry Cuban from...

The National Framework for Inclusion: Supporting inclusive practices in Scotland

Supporting student teachers and teachers to enact inclusive approaches in Scottish schools is a significant part of the Scottish Universities Inclusion Group’s (SUIG) work. SUIG is a...

Jane Waters-Davies

Associate Professor

Jane Waters is an associate professor in the Athrofa: Institute of Education at the University of Wales Trinity Saint David. She worked as a classroom teacher before joining higher education to...

How can we challenge assumptions about learners with SEND?

Life is determined by the normative. From the moment we are born, our weight, height and growth are tracked on charts that compare our trajectory of development with what is considered...