We are pleased to announce that the ECSDN Student Papers have now been published!
This has been the most successful call for papers, the huge number of papers required significant reconfiguration of the website.
We are grateful to Juliette Davies for her dedication and hard work getting the papers to publication.
We hope you enjoy reading the papers and find them a useful resource for your students
Jackie, Helen & The Research and Knowledge Exchange strategy group
Here is a list of the published students and their papers listed under their participating member institution.
You will see the button at the bottom that links directly to the webpage which provides you with details of the students and access to read their papers.
Anglia Ruskin University
- Emma Search: The Global Pandemic: An opportunity to re-focus on outdoor environments for the benefit of social interactions development.
- Jacob Street: Outcomes of Active Paternal/Father Engagement (APE) on a child, parents and why schools should maximise APE within school programs.
- Penny Newell: Quality Teacher-child interactions in the early years. What does ‘good’ look like?
University of Chester
- Rhyannon Dynes: Disney and Children’s Perception of Gender Roles and Expectations.
University of Chichester
- Sophie Penfold: Has the COVID-19 Pandemic affected children’s emotional literacy and are we doing enough to support them?
Coventry University Group
- Ausra Awuson-David: Physically Active Pedagogical Approach: Supplementing Traditional Teaching Methods in Primary School Classrooms
- Elizabeth Newcombe: Supporting Early Childhood Education for Sustainability using themes in children’s picture books about the environment.
- Helen Clark: Introducing the Forest School approach in an Early Years setting.
- Natalie Wilson: The ‘In the Moment Planning’ Approach in an Early Years Setting.
University of Derby
- Helen Rosenbach: Family Dynamics: Socioemotional development in autistic and neuro-typical siblings.
University of Hertfordshire
- Anna Perry: Supporting Gender Identity in the Early Years.
London Metropolitan University
- Corinna Bagga: 'Supporting children’s language and literacy development through shared book reading’ – Leading Practice underpinned by research.
- Lauren Mills: Have you thought about becoming a real teacher? The COVID-19 pandemic and the public perception of the value of the early years worker. A discourse analysis of the early years ‘professional’
- Aurora Lastrico Costa: How living in a lesbian, gay, bisexual, transgender, queer, intersex or asexual (LGBTQIA+) family and disability can influence a child’s ability to thrive in society.
- Constance Beatrice Hurr: The importance of storytelling when supporting children’s language development.
- Imogen Bagley: An investigation into the social development implications of national lockdown as a result of the Coronavirus pandemic on children in the Early Years from the parents’ perspective.
- Lydia King: A Teacher’s Perspective on a Child’s Social Interactions Upon School Entry.
University of Northampton
- Daniela Laslau: Investigating the use of technology and its impact on child development in the early years: A case study exploring practitioners’ and parents’ views.
Nottingham Trent University
- Rebecca Staples: What are the views of early years practitioners on the provisions of risky play and its relevance in supporting children's development and self-confidence?
Oxford Brookes University
- Chloe Dickinson Macrae: A report into how education and health policies are integrated into paediatric music therapy.
- Lauren Clajanne Brumble: International Comparisons: Exploring Outdoor Play in Wales and Denmark.
University Centre Somerset
- Donna Holden: An Investigation into the use of online learning journals to enhance the keyperson role and potential barriers to the use of it.
- Julie Forte: The Prevalence of Anxiety in Children with ASD Compared to Typically Developing Children.
University of Sunderland
- Anna Hughes: Investigation of the Influence of Social Media as a Communication Medium on Parent- Practitioner Partnerships within the Early Years: Parent and Practitioner Perspectives.
University of Wales Trinity Saint David
- Emily Evans: Exploring how outdoor experiences and in particular a beach and rockpool activity can support young children’s holistic development and learning.
- Holly Dennis: Exploring a personal John Muir Award experience in the context of sustainability education in the early years.
- Kelly Blenkinsop-Clarke: Leading change: The impending changes of Additional Learning Needs in Wales.
- Rachel Hopkins: Leading Practice: The Additional Learning Needs (ALN) Transformation Programme in Wales.
- Sacha Jarvis: SEN Practice: Who leads the way?
- Sara Louise Llwyd: Implications of the Additional Learning Needs and Education Tribunal (Wales) 2018 Act for Early Years Education and Care practice in Wales.
University of Warwick
- Lisa Lane: With reference to two different countries, compare and contrast how key political agenda and social and/or cultural perceptions of children, might have an impact on the quality of early childhood provision.
- Mark Moloney: How children learn and develop from birth - Drawing on differing perspectives of child development, critically discuss the importance of a rich language environment from birth to eight, and its relevance to a child becoming a ‘social being’.
University of Wolverhampton
- Paige Hall: How COVID-19 affected my learning: A Level 4 student’s Reflective Account (An edited reflection)
- Rachel Harrison: Language and literacy development: A sociocultural perspective
You can access all of these papers from our dedicated webpage (link below) and also access past papers from our Student Publications page