Members Research

ECSDN Members research on the influence of ECS degrees

This page highlights some the research presented by ECSDN members that help to inform the nature, structure, relevance and contribution of Early Childhood Studies Degrees.

  • Richardson, T., & Lumsden, E. (2023). “It’s ok not to know what I want to do”: An exploration into the aspirations of Early Childhood Studies students. Journal of Teaching and Learning for Graduate Employability14(1), 1-14.
  • Campbell-Barr, V., and Tregenza-May, S. (2023) Early years curriculum: Past, present and future trajectories, in Early Childhood Education, Nutbrown (ed), London: Sage.
  • Campbell-Barr, V., Bonetti, S., Bunting F., & Gulliver K. (2020). A systematic review of early years degrees and employment pathways. Education Policy Institute, Nuffield Foundation and University of Plymouth, available at: A systematic review of early years degrees and employment pathways - Nuffield Foundation
  • Campbell-Barr, V. (2019) Professional Knowledge & Skills in the Early Years, London: SAGE
  • Calder, P. (2015). Policies and discourses in early childhood education and care. International Journal of Early Years Education23(3), 227-229.
  • Hadfield, M., Jopling, M., & Needham, M. (2015). EBOOK: Practice Leadership in the Early Years: Becoming, Being and Developing as a Leader. McGraw-Hill Education (UK).
  • Wild, M., C. Silberfeld, and B. Nightingale. (2015). More? Great? Childcare? A Discourse Analysis of Two Recent Social Policy Documents Relating to the Care and Education of Young Children in England. International Journal of Early Years Education, 23 (3), 230–244.