Bibliography

This page provides a combined bibliography incorporating the separate bibliographies for each section referenced throughout the guidance.

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  • Smidt, S. (2020) Creating an Anti-Racist Culture in the Early Years: An Essential Guide for Practitioners.
  • Schmitt, S.A., Korucu, I., Napoli, A.R., Bryant, L.M. & Purpura, D.J. (2018) Using block play to enhance preschool children’s mathematics and executive functioning: A randomized controlled trial. Early Childhood Research Quarterly, 44, 181-191.
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Children’s voices bibliography

  • Atherton, F. and Nutbrown, C. (2016) Schematic pedagogy: supporting one child’s learning at home and in a group, International Journal of Early Years Education, 24:1, 63-79, DOI: 10.1080/09669760.2015.1119671
  • Blackburn, C. and Aubrey, C. (2016) Policy-to-practice context to the delays and difficulties in the acquisition of speech, language and communication in the early years, International Journal of Early Years Education, 24:4, 414-434, DOI: 10.1080/09669760.2016.1244046
  • Boardman, K. (2020) ‘Too young to read’: early years practitioners’ perceptions of early reading with underthrees, International Journal of Early Years Education, 28:1, 81-96, DOI: 10.1080/09669760.2019.1605886
  • Brace, D. (2021): ‘Settling In’: Exploring the complexities of observing and responding to young children’s communications of distress as they start day care, Infant Observation, DOI: 10.1080/13698036.2021.1875869
  • Canning, N. Payler, J., Horsley, K. and Gomez, C. (2017) An innovative methodology for capturing young children’s curiosity, imagination and voices using a free app: Our Story, International Journal of Early Years Education, 25:3, 292-307, DOI: 10.1080/09669760.2017.1353953
  • Chesworth, L. (2016) A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives, International Journal of Early Years Education, 24:3, 294-308, DOI: 10.1080/09669760.2016.1188370
  • Chesworth, L. (2019). Theorising young children’s interests: Making connections and in-the-moment happenings. Learning, Culture and Social Interaction. 23(3): 100263 doi.org/10.1016/j.lcsi.2018.11.010
  • Coad J, Harding S, Hambly H, et al. (2020) Perspectives of preschool children in England with speech and language needs in the development of evidence-based activities. Child Care Health Dev. 2020;46:283–293. https://doi.org/10.1111/cch.12746
  • Daniels, K. (2021) Movement, meaning and affect and young children’s early literacy practices, International Journal of Early Years Education, 29:1, 41-55, https://doi.org/10.1080/09669760.2019.1701998
  • Elfer, P. and Page, J. (2015) Pedagogy with babies: perspectives of eight nursery managers. Early Child Development and Care. 185 (11-12): 1762-1782. DOI: 10.1080/03004430.2015.1028399
  • Helavaara Robertson, L., Kinos, J., Barbour, N., Pukk, M. and Rosqvist, L. (2015) Child-initiated pedagogies in Finland, Estonia and England: exploring young children’s views on decisions. Early Child Development and Care, 185 (11-12): 1815-1827. DOI: 10.1080/03004430.2015.1028392
  • Jones, C. and Aubrey, C. (2019) How gender is constructed and experienced in the social world of the nursery school, International Journal of Early Years Education, 27:2, 153- 169, DOI: 10.1080/09669760.2019.1602515
  • Kingdon, Z. (2018) Young children as beings, becomings, having beens: an integrated approach to roleplay, International Journal of Early Years Education, 26:4, 354-368, DOI: 10.1080/09669760.2018.1524325
  • Lawrence, P., Gallagher, T. & the Pen Green Team (2015) ‘Pedagogic Strategies’: a conceptual framework for effective parent and practitioner strategies when working with children under five, Early Child Development and Care, 185:11-12, 1978-1994, DOI: 10.1080/03004430.2015.1028390
  • Murray (2017) Welcome in! How the academy can warrant recognition of young children as researchers, European Early Childhood Education Research Journal, 25:2, 224-242, DOI: 10.1080/1350293X.2017.1288016
  • Murray, J. (2021) How do children build knowledge in early childhood education? Susan Isaacs, Young Children Are Researchers and what happens next. Early Child Development and Care. 10.1080/03004430.2020.1854242
  • Nikiforidou, Z. and Stack, J. (2020) ‘The wolf was only feeling hungry’: emotional understanding and embodied cognition through dramatic play, International Journal of Early Years Education, 28:1, 50-62, DOI: 10.1080/09669760.2019.1685470
  • Robson, J.v.K. (2019) How do practitioners in early years provision promote Fundamental British Values?, International Journal of Early Years Education, 27:1, 95-110, DOI: 10.1080/09669760.2018.1507904
  • Tytler, K. (2016) ‘It’s just because it went really high and we go wheeee…!’ Young children’s views on risk-taking play in their early years setting. Educational Psychology Research and Practice, 2(1): 21-32. https://www.uel.ac.uk/-/media/main/images/psychology/eprap/vol-2-no-1-march-2016/educationalpsychology-research-and-practice-2016-03-tytler.ashx
  • Pascal, C. & Bertram, T. (2021) What do young children have to say? Recognising their voices, wisdom, agency and need for companionship during the COVID pandemic, European Early Childhood Education Research Journal, 29:1, 21-34, DOI: 10.1080/1350293X.2021.1872676
  • Palaiologou, I. (2017) The use of vignettes in participatory research with young children, International Journal of Early Years Education, 25:3, 308-322, DOI: 10.1080/09669760.2017.1352493