Student Publications: June 2021
We are proud to offer you a Showcase of ECS Students Work submitted for publication in our June 2021 Call for Papers
To access the research articles, click on the related 'Read Now' button
Investigation of the Influence of Social Media as a Communication Medium
on Parent- Practitioner Partnerships
within the Early Years: Parent and Practitioner Perspectives
For the last five years I have worked as a childhood practitioner, caring for children from birth to 11 years of age. I am passionate about challenging the status quo to co-construct innovative and new childhood discourses rooted in empowerment of children and families to improve outcomes and wellbeing. I have recently graduated from the University of Sunderland with a 1st class degree in Childhood Studies and I am preparing to begin a PGCE with QTS this Autumn.
Supporting Gender Identity in the Early Years
I am Anna, I am a 20-year-old nursery worker and a second-year student of the BA Hons Early Childhood Education degree in which I have explored different pedagogies and psychological approaches to child development. My personal pedagogy centres around supporting the LGBTQ+ community and encouraging individualism.
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.
My name is Aurora Costa and I have just finished my second year studying for my degree in Early Years Development and Learning at Norland College. To achieve this, I have worked in a range of settings and family-based placements. I am incredibly lucky to have worked for many families, within my Norland placements and within my own time working both in the UK and abroad. Diversity and inclusion are topics I am particularly passionate about and enjoy researching. I find working with children incredibly rewarding and I am motivated to become the best Early Years practitioner I can be.
Chloe Dickinson Macrae
A report into how education and health policies are
integrated into pediatric music therapy.
My name is Chloe Dickinson Macrae and I have just graduated with a first class honours degree in BA (hons) Early Childhood Studies. Wanting to make a difference to children’s lives and having a passion for music, in my third year, I conducted my Dissertation research project, looking into the Impact of music for Autistic children. Furthering my knowledge of the benefit of music for children, I researched into how education and health policies are integrated in the practice of pediatric music therapy, as shown in this report paper.
Constance Beatrice Hurr
An investigation into exploring the lived experience of
raising children from a single-parent’s perspective.
My name is Constance Hurr, I am 20 years old and have just completed a degree in Early Years Development and Learning at Norland College. Becoming a Norland Nanny has been my dream since the age of 12. I have greatly appreciated the opportunity to put into practice all I have learnt during the course whilst undertaking various placements. Having been raised within a single-parent family, has led to a significant interest in studying this subject and gaining an understanding of the lived experience of single-parents. I hope to be able to continue research into this area in the future.
‘Supporting children’s language and literacy development through
shared book reading’ – Leading Practice underpinned by research.
I am a Montessori Teacher with many years experience of working in Early Years.I have just achieved a first class honours degree in early Childhood Studies with LondonMet. My professional passion is to champion all children to ensure they receive the support they need, not only in Early Years education, but through into the main-stream school system.
Investigating the use of technology and its impact on child development
in the early years: A case study exploring practitioners’ and parents’ views.
Everyone knows me as Dana, passionate and motivated in everything I do. I have worked with children and families for over 20 years, starting young, becoming a primary RE teacher, followed by many other experiences involving children of all ages from different backgrounds. I knew I was ready to start EC studies, being a lifelong learner, and in need of an academical challenge, when I become a parent, to be able to understand childhood into more depth and to enhance my knowledge. The passion for technology in early years developed due to a personal interest, that has evolved over the course, also because technology is an important part in children’s lives. Not stopping here- Master of Education next!
An Investigation into the use of online learning journals to enhance
the keyperson role and potential barriers to the use of it.
I have just completed my second year of studying my BA hons in Early Childhood Studies at University Centre Somerset.
I have worked within the early years sector for over 14 years, deciding to embark on furthering my education once my own children had grown up. Going back to education has been an empowering experience for me, opening my eyes to new perspectives. This has left me wanting to inspire future young learners, and influence practice within my role, making a real difference to young people’s lives.
Supporting Early Childhood Education for Sustainability using themes in
children’s picture books about the environment.
I live in Scarborough with my husband and two daughters, aged four and six. I strongly believe that children should be encouraged to develop a love and respect for the natural world from a young age. Whilst completing an Early Childhood Development and Learning degree with Coventry University, I have developed an interest in how environmental issues and the challenges of sustainable development are presented to young children.
Exploring how outdoor experiences and in particular
a beach and rockpool activity can support young children’s
holistic development and learning.
My name is Emily Evans and I am currently studying at the University of Wales Trinity Saint David in Carmarthen. I have recently completed my second year within the degree. As a mother of two children aged 13 and 7, I am passionate about the opportunities of learning experiences within play and how this supports holistic development. Growing up in the countryside I had the opportunity to learn through exploration and hope every child can experience the same. The Early Years Education and Care degree has provided me the opportunity to enhance my knowledge and further my development.
The Global Pandemic:
An opportunity to re-focus on outdoor environments
for the benefit of social interactions development.
My name is Emma Search. I have recently completed a BA(Hons) in Early Childhood Studies, after gaining a distinction in the FdA Early Childhood Studies course at Anglia Ruskin. I have worked within several schools providing learning support for children with social and emotional needs. I currently work as a HLTA within an early-years classroom, taking pride in providing outstanding support for all children within an inclusive environment. I am passionate about inspiring and nurturing children through a play-based approach. I have a particular interest in outdoor play spaces and their impact on social skills development.
Introducing the Forest School approach in an Early Years setting.
Helen Clark has been an Early Years practitioner for the past thirty years before recently embarking on her first degree course at CU Coventry. Her roles have included being the lead SENCO at a setting and supporting children and their families as they transition into primary education. Helen is also a mother to four children, has been a foster carer and is an adoptive parent.
Family Dynamics: Socioemotional development in
autistic and neuro-typical siblings.
I am currently studying BSc (Hons) Child and Family Health and Well-being with Early Childhood Studies at the University of Derby. Although I acknowledge I cannot single-handedly bring about social change, I believe in social justice, and am passionate about embarking on a career in social work where I can empower the most vulnerable children and families in society to transform their lives. I believe early intervention is crucial to effectively manage the social, economic and psychological issues that would otherwise follow children through to adulthood and relish the prospect of helping families break the intergenerational cycle of disadvantage.
Exploring a personal John Muir Award experience in the context of
sustainability education in the early years.
I am a mum to a 3 year old and now a graduate of BA Early Years Education and Care. ESDGC is a passion of mine and really enjoy using sustainable ideas in the classroom. My degree has allowed me to build upon previous knowledge and I am going to continue my studies by completing a Masters degree in Education.
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.
My name is Imogen Bagley, I am 22 years old and I have just completed my BA(Hons) Early Years and Development Degree at Norland College. Since the pandemic started I have been very interested to understand the impact that the indirect implications have had on children’s development and from this understand how to better support children as we transition out of the pandemic. This has influenced my practice as an Early Years nanny, helping me to prioritise peer relationships and positive social.
Outcomes of Active Paternal/Father Engagement (APE) on a child,
parents and why schools should maximise APE within school programs.
My passion for education is grounded in what is best for young children. I work in Early Years because I love teaching them. I enjoy the chaos they bring and love seeing them engage with learning and discovering who they are. Molding children's futures positively is of utmost importance, and because of that, I strive to be as passionate and engaging as possible. Currently based in Austria on the Wolfgangsee, I am lucky enough to start a new role in October '21 at a brand new school, building it from the bottom up.
The Prevalence of Anxiety in Children
with ASD Compared to Typically Developing Children.
My name is Julie Forte. I have just finished a part-time Early Childhood Studies degree in Stranmillis University Belfast, achieving a First Class with Honours. I am currently studying an Early Years Primary PGCE at Edge Hill University. I have worked as a Primary 1 classroom assistant for the past 23 years. Through this role, I have noticed that the number of children displaying signs of anxiety is increasing, particularly in children with a diagnosis of ASD. I believe that children’s emotional wellbeing is essential for them to mature, thrive and flourish.
Leading change: The impending changes of Additional Learning Needs in Wales.
My name is Kelly Blenkinsop-Clarke and I have recently completed my degree in Early Years Education and Care with University of Wales Trinity Saint David. I have three children myself and work in a nursery class within a primary school. My passion in life is wanting to make a difference in the lives of children. The degree has been an invaluable experience and I have gained extensive knowledge, understanding and awareness of topics within the early year's education and care profession. I have enjoyed using what I have learnt during my degree into practice.
Lauren Clajanne Brumble
International Comparisons: Exploring Outdoor Play in Wales and Denmark.
My name is Lauren Brumble, I studied Early Childhood Studies at Oxford Brookes obtaining a first-class degree. Coming from London everything is fast-paced and can be limited to tall buildings with little greenery. Therefore, learning about the outdoors and it’s benefits proved itself to be insightful. The course has enlightened me that whilst my reality of childhood holds similarities with others, it does not translate and account for everyone in society. Therefore I recognise the importance of every child’s voice being heard and am interested in the underrepresentation of BAME characters in children’s literature. Next, I wish to study child-psychotherapy.
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’.
I have just completed the final year of my MA in Early Childhood Studies at London Metropolitan University. I worked in the early years sector for 15 years and have recently moved into lecturing for the level 3 technical diploma in childcare and education. My interest is in contemporary and social justice issues in the early years sector.
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.
My name is Lisa Lane and I have just finished studying for my BA Early Childhood Degree at the University of Warwick. Having worked in primary schools settings for seven years, I decided that I wanted to improve my knowledge and gain further qualifications relating to the education of primary aged children. I completed the Early Childhood Foundation Degree last year (2020) and decided to challenge myself to continue with my studies this year (2021) to gain the full degree qualification. I am a busy working mum with three daughters who I hope I have inspired to work hard and realise your dreams.
A Teacher’s Perspective on a Child’s Social Interactions Upon School Entry.
Lydia King is a dedicated and passionate Norland College student. Throughout her three years at Norland College, Lydia has enjoyed learning about the Early Years sector as well as improving practice. She has always had a passion for working with children and being a part of providing children with the tools they need to be the best that they can possibly be.
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’.
Father of 2 working full time as a teacher in an independent special school with 10 years of experience of working with people with learning disabilities, autism, and challenging behaviour. Enjoy working with children and supporting them in all aspects of their lives. My free time is split between spending time with my family, watching my daughter play football most weekends; and studying for my degree in early childhood.
The ‘In the Moment Planning’ Approach in an Early Years Setting.
My name is Natalie Wilson, I am currently studying a BA in Early Childhood Development and Learning at Coventry University. Before starting university, I have worked within the early years sector for over ten years and held a level three qualification. I am a mother of four children. The degree I am currently studying will further my knowledge enabling me to become a better practitioner. I have always been passionate about working with children to improve their early childhood and watching as they learn and grow. As an early years practitioner, I help set the foundations for children’s future learning.
How COVID-19 affected my learning:
A Level 4 student’s Reflective Account (An edited reflection).
I am Paige Hall, a level five student at the University of Wolverhampton studying BA (Hons) Early Childhood Studies with the Early Childhood Graduate Practitioner Competencies. I have been an undergraduate student since September 2019, completing the Foundation Year firstly. My reflective account was written during Semester Two 2020 (Level Four) where COVID-19 and online learning was the focus. Covid-19 had an impact on my university experience and studies as learning was online for the majority of this and the idea of inclusive learning was lost. This was challenging at times due to my home environment, but on reflection is something that has prepared me for the future. Especially if this were to happen again.
Quality Teacher-child interactions in the early years. What does ‘good’ look like?
I am a mature student enrolled at Anglia Ruskin University. I have worked as a nursery manager in the Middle East for many years, primarily in EYFS based nurseries and preschools. I am blessed to have an awesome teenage daughter and an incredibly supportive husband which enabled me to finally complete my BA this year while working full time. I am passionate about early years education, specifically about quality interactions within the early years sector which is why I chose to do my major project on the subject. This is an edited version of my thesis.
Language and literacy development: A sociocultural perspective.
I am currently a level five early years student at the University of Wolverhampton, experienced childminder, and qualified forest school leader. I am passionate about the role early childhood plays in building foundations for life with a particular interest in how play supports development and the benefits of taking learning outside. Studying at university has deepened my understanding of early childhood development leading to quality improvements within my professional practice and I am keen to continue my studies into post-graduate education with a view to eventually pursing opportunities in teaching early years in further or higher education settings.
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?
My name is Becky Staples and I have recently graduated from Nottingham Trent University with a BA (hons) in Childhood Studies. I have been working with children for over 10 years, ranging from 3 months-12 years in a variety of roles. I have recently accepted a job as Senior Nursery Practitioner of the Baby Room in the setting I worked at whilst completing my degree. My passion at work is to promote the voice of the child at the heart of everything I do and building that loving and supportive relationship with the child, their families and my team.
Disney and Children’s Perception of Gender Roles and Expectations.
My name is Rhyannon Dynes and I have just completed my 3rd year in the University of Chester as an Early Childhood studies student. I chose to do this degree as I would like the go on to be a teacher within the early years and wanted to explore further into how children learn to give myself the opportunity to give them the best start to life. I decided to complete my dissertation on Disney and gender as I have always enjoyed the Disney films/literature growing up myself. I also believe that gender is a topic which requires thorough discussion.
SEN Practice: Who leads the way?
My name is Sacha, and I am a 31-year-old mother of one. I am a Higher-Level Teaching Assistant and have worked in a school setting in Early Years for 15 years. I am coming towards the end of my degree in Early Years Education and Care with the University of Wales Trinity Saint David. I look forward to what my future holds.
Sara Louise Llwyd
Implications of the Additional Learning Needs and Education Tribunal
(Wales) 2018 Act for Early Years Education and Care practice in Wales.
A mother of two teenagers, I have worked in various roles in the early years sector for over 12 years, and I am currently in the final year of a BA (Hons) Early Years Education and Care at the University of Wales Trinity Saint David. I am particularly interest in multilingualism, language and communication and ESDGC, especially in the Welsh context..
Has the COVID-19 Pandemic affected children’s emotional literacy
and are we doing enough to support them?
My name is Sophie, I have just graduated in BA (Hons) Early Childhood Studies University of Chichester. I am currently working as a Pedagogical Lead in a nursery. Since the COVID-19 Pandemic began I have been very interested in how this may be affecting young children’s well-being and emotional literacy and whether practitioners in the Early Years are aware of the impacts. This research project looked into what strategies are in place to support children through this difficult time and ensure the impacts in later life are reduced.