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 Employability, 14(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 Education, 23(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.