The 2026 ECSDN Research Conference
'Celebrating Early Childhood Studies.'
Friday 30 January 2026 - Microsoft Teams
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The 2026 ECSDN Conference served as a vital forum for scholarly exchange and professional development. Throughout the event, delegates engaged with cutting-edge research and participated in rigorous discussions that shaped our collective understanding of the early childhood landscape. It was a privilege to host such a distinguished group of academics and practitioners, whose contributions ensured the conference attained its goal of advancing the field through collaborative inquiry.
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This dedicated section of our portal offers a comprehensive retrospective of the conference. It features curated summaries of each presentation alongside an archive of downloadable resources, providing permanent access to the materials issued during the event.
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09:30 - Welcome
Friday 30 January 2026 - Microsoft Teams
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The conference was formally opened by Dr. Eva Mikuska and Dr. Joanne Josephidou, Co-Chairs of the ECSDN Research and Knowledge Exchange Strategy Group, who extended a warm welcome to all delegates.
09:35 - 10:00 - Keynote address
Karen Boardman - Play Language and Therapy​
In her presentation, Dr. Karen Boardman examined the intersection of play, language, and literacy, positioning literacy as an affective and embodied experience shaped by the social and cultural "funds of knowledge" of young children. She argued that early reading interactions—encompassing songs, rhymes, and rhythmic play—served as pivotal links for social and relational connectivity, particularly for children under five. The presentation highlighted a "top-down" pressure from policy directives like the EYFS and the Reading Framework, which she contended often over-formalized early literacy through an emphasis on phonics at the expense of play-based pedagogy. Drawing on a five-year research project, Boardman advocated for an "intentional pedagogy" where educators valued everyday interactions as foundational reading experiences and utilized relatable texts to motivate children. Ultimately, she urged practitioners to resist narrow academic pressures by embedding evidence-informed, playful literacy approaches—such as steady beats, dance, and oral storytelling—into their daily practice to support the holistic development of all learners. [Click on the image to open a copy of the presentation].
10:00 - 11:00: Presentations from students and academics
Lacie Hale
Research proposal: ‘What is the impact of deaf representation in literature on deaf identity?’
This research explored how deaf representation in children's literature shaped Deaf identity development. The study examined whether portrayals reflected cultural realities or adhered to a medical model that frames deafness solely as a condition, noting that misrepresentation can harm self-esteem while accurate representation fostered belonging. Using an interpretivist framework and qualitative methods, focus groups were conducted with Deaf children aged 10 to 11 to amplify their voices and understand how literature influenced their self-perception. The findings highlighted a significant representation gap where many stories focused on medical limitations rather than celebrating Deaf culture and sign language. Ultimately, the presentation concluded that authentic cultural narratives fostered pride and resilience, and suggested that future efforts should collaborate with deaf authors and illustrators to create more empowering educational resources. [Click on the image to open a copy of the presentation].
Jessica Mortimer Swan - PGCE Primary Education, BA (Hons) Early Childhood Studies University of Chester
Promoting additional language learning with children in Key Stage One
This presentation explored strategies for promoting additional language learning among Key Stage One (KS1) children in UK primary schools. The research aimed to identify the specific strategies practitioners utilized to support English as an Additional Language (EAL) learners, as well as the various challenges and training needs they encountered. Utilizing a qualitative research design, an online questionnaire was administered to KS1 teachers and practitioners, followed by a thematic analysis of their responses. Key findings revealed that while teachers employed effective support strategies, they often felt under-supported due to inconsistent training and policy guidance that lacked sufficient depth. Ultimately, the presentation concluded by recommending targeted professional development, practical classroom-based training, and the implementation of stronger school-level guidance to better assist EAL students. [Click on the image to open a copy of the presentation].
Sigrid Brogaard Clausen - University of Roehampton
Outdoor play and environmental pedagogies in early childhood education and care (0-8- years) - a pilot study on practices in Africa and Europe to support the development of early childhood environmental pedagogies?
This pilot study investigated the practices, opportunities, and barriers associated with outdoor play and environmental pedagogies for children aged zero to eight by surveying early childhood education and care (ECEC) professionals across Nigeria, Ghana, England, and Denmark. Grounded in the understanding that early nature experiences significantly influence a child's long-term commitment to sustainability, the research sought to address a gap in understanding how practitioners value and implement environmental education. The findings identified several critical barriers to effective outdoor learning, including concerns over risks, hazards, and weather, as well as curriculum pressures, parental concerns, and challenging child-to-adult ratios. By examining these factors through the lenses of curriculum, control, chaos, and curiosity, the presentation aimed to foster a global discussion on how to better support children in becoming environmental agents through play-based ecological understanding. [Click on the image to open a copy of the presentation].
Emma Holliday
How Effective Are Classroom Displays in Supporting Learning for Reception and Year 6 Children?
This study investigated the impact of classroom displays on the learning experiences of Reception and Year 6 children, specifically evaluating whether visual environments serve as effective educational tools or distracting background elements. By comparing the developmental needs of early years and upper primary students, the research explored how displays can foster student pride, ownership, and engagement while simultaneously considering the risks of cognitive overload and a potential over-reliance on visual cues. Utilizing a positivist framework and a mixed-methods approach—including student focus groups and teacher questionnaires—the study sought to identify best practices for creating inclusive and supportive classroom environments. Ultimately, the presentation aimed to provide educators with actionable insights on balancing vibrant, celebratory documentation with the need for focused, undistracted learning spaces that cater to diverse learners, including those with neurodivergent needs. [Click on the image to open a copy of the presentation].
Kerry Holman - University of Cantebury
Exploring the impacts of ECS degrees on professional identity development – a work in progress
This study explored the impact of Early Childhood Studies (ECS) degrees on the professional identity development of three alumni over a two-year period following their graduation. Utilizing Interpretative Phenomenological Analysis (IPA), the research tracked the participants' experiences from their degree completion in 2024 through their first year in the workforce in 2025. The findings highlighted a significant shift in how the graduates utilized reflection, moving toward a much more critical lens as they navigated their professional roles. The analysis reiterated that academic and personal growth are inextricably linked and essential for the robust development of a professional identity. Ultimately, the presentation concluded that supporting graduate identity requires integrated efforts across local practice, higher education institutions, and the wider early years sector. [Click on the resource to the right to open the presentation].
Polly Bradshaw
Exploring babies’ perspectives of spending time outdoors
This research investigated babies' perspectives on spending time outdoors, addressing a significant gap in early childhood literature where the voices of the youngest children are often excluded. The study aimed to move beyond a purely developmental or health-focused lens—which often prioritizes air quality and physical growth—to explore the lived, subjective experiences of infants in natural environments. Utilizing a qualitative methodology centred on the "Mosaic approach," the researcher employed multi-sensory tools such as video observations, "baby-cams," and practitioner reflections to capture non-verbal communication and embodied responses. The findings highlighted how babies engage with the outdoors through intense sensory curiosity and social connection, suggesting that their "voice" is expressed through movement, gaze, and interaction with natural elements. Ultimately, the presentation concluded that recognizing babies as active agents with a right to outdoor space requires practitioners to adopt more sensitive, observation-based pedagogies that value the infant's unique perspective. [Click on the image to open a copy of the presentation].
11:10 - 11:40 - Keynote address
Louise Hannon - Things I wish I knew as an Early Years Practitioner about the emotional environment of settings
Dr. Louise Hannan’s keynote presentation explored the complex emotional landscape of Early Childhood Education and Care (ECEC) settings, with a specific focus on the experiences of two-year-old children in funded places. She argued that human relations and "emotional ecology" formed the bedrock of daily practice, noting how a practitioner's "distress tolerance"—the ability to sit with discomfort without dismissing it—directly influenced the healthy balance of a classroom. The presentation integrated concepts from psychoneurobiology and epigenetics, explaining that while DNA was definitive, environmental factors functioned as "switches" for gene expression, illustrating how emotions acted as chemical and hormonal discharges affecting the entire body-mind system. Ultimately, Hannan advocated for an "ethics of care" and "professional love," urging practitioners to bring these invisible dynamics into their conscious reflection while utilizing practical self-regulation tools, such as box breathing, to maintain their own well-being. [Click on the image to open a copy of the presentation].
11.45 – 12.45 Presentations from students and academics
Emily Quantrell
It's a Small World:
A Case Study into the Effectiveness of Resources on Practitioner Knowledge of English as an Additional Language (EAL) within Early Years Settings in City
This case study investigated the effectiveness of various resources—including setting policies, training, and everyday materials—on practitioner knowledge of English as an Additional Language (EAL) within early years settings in a specific city. The research was motivated by the rapid growth of linguistically diverse learners in the UK and sought to understand how practitioners were supported in their professional development. Through a qualitative methodology involving semi-structured interviews with early years professionals, the study examined existing barriers such as time constraints, financial limitations for training, and a lack of specific EAL policies within some settings. Key findings indicated that while many practitioners valued bilingualism and utilized practical strategies like visual aids and parental collaboration, there was a significant need for more accessible, specialized training and updated setting-wide policies. Ultimately, the presentation concluded that enhancing resource availability and practitioner confidence is essential for fostering an inclusive environment that effectively supports children and families with EAL [Click on the image to open a copy of the presentation].
Sadiya Farooq | MA Early Childhood Studies: University of Roehampton
How does cognitive development occurs in three to four-year-old children attending forest schools in London?
(Forest school teacher’s and practitioner’s perspectives)
This research investigated how forest school environments in London facilitated cognitive development in children aged three to four from the perspectives of practitioners and teachers. Grounded in the Forest School approach’s emphasis on nature-based, child-initiated play, the study examined how outdoor settings nurtured mental abilities such as problem-solving, self-regulation, and critical thinking. Through qualitative interviews, the research highlighted that natural environments encouraged cognitive growth by providing "loose parts" for creative exploration and opportunities for supported risk-taking, which fostered real-time decision-making skills. The findings demonstrated that adult scaffolding within these settings legitimized challenges, while sensory engagement with the natural world sustained children's attention and emotional regulation. Ultimately, the presentation concluded that forest schools provided an authentic, cognitively generative space where interactive experiences interconnected language, social, and mental development. [Click on the image to open a copy of the presentation].
Maya Marina El Khoury -PGCE Primary (5-11)
Oxford Brookes University
Adapting a Calmer and Kinder Approach to Communicating Emotions with Toddlers and Preschoolers
This case study investigated the effectiveness of various resources—including setting policies, training, and everyday materials—on practitioner knowledge of English as an Additional Language (EAL) within early years settings in a specific city. The research was motivated by the rapid growth of linguistically diverse learners in the UK and sought to understand how practitioners were supported in their professional development. Through a qualitative methodology involving semi-structured interviews with early years professionals, the study examined existing barriers such as time constraints, financial limitations for training, and a lack of specific EAL policies within some settings. Key findings indicated that while many practitioners valued bilingualism and utilized practical strategies like visual aids and parental collaboration, there was a significant need for more accessible, specialized training and updated setting-wide policies. Ultimately, the presentation concluded that enhancing resource availability and practitioner confidence is essential for fostering an inclusive environment that effectively supports children and families with EAL [Click on the resource to the right to open the presentation].
Mitzi Harris
In what ways are early years professionals in Essex supported to lead food literacy education?
This research investigated the ways in which Early Years Professionals in Essex were supported to lead food literacy education, drawing from the comprehensive "Nourishing Our Future" project. The study utilized a mixed-methods approach, including a survey of 201 practitioners representing over 200 settings, workshops, and parent interviews, to examine the current landscape of nutrition, food environments, and pedagogical practices. Key findings highlighted significant challenges such as the rising cost of "free-from" foods for allergies, varying levels of kitchen facilities, and a reliance on parent-provided meals in many settings. The presentation emphasized that while most settings maintained formal food policies, practitioners expressed a strong desire for more visual, theme-based resources and practical support to better engage families. Ultimately, the study concluded that enhancing food literacy requires a holistic "assemblage" of support that integrates sensory education, sustainable practices, and clearer guidance to ensure healthy food environments for all children. [Click on the image to open a copy of the presentation].
Evangeline Jesse Godwin - Canterbury Christchurch University
A Mosaic Of Voices: Exploring Risk And Resilience In Forest School.
This research investigated the complex relationship between risk and resilience within Forest School settings, specifically examining how risk was negotiated through a "mosaic of voices" including children, parents, and practitioners. The study challenged the prevailing culture of overprotection in early childhood education, arguing that avoiding risk can inadvertently limit a child's autonomy and confidence. Using a qualitative approach, the researcher explored how adult influences—such as management policies and parental fears—often interacted with children's natural desire for exploration and challenge. The findings highlighted that when risk is managed collaboratively rather than imposed through top-down safety discourses, it served as a powerful catalyst for building resilience and emotional regulation. Ultimately, the presentation concluded that Forest Schools provide a vital space for meaningful engagement with risk, suggesting that practitioners should move away from "wrapping children in cotton wool" to better support their long-term social and emotional development. [Click on the image to open a copy of the presentation].
Dr Aisling Hylands
Understanding the Barriers to Early Years Support in Northern Ireland
This research investigated the systemic barriers to early years intervention in Northern Ireland, utilizing a relational-ecological framework to analyse data from stakeholders, the workforce, and parents. The study identified a fractured support system where high caseloads, emotional burnout, and chronic underfunding undermined the professional status of the workforce and the consistency of care provided to families. Key findings highlighted that while early support is most effective when built on trusted, long-term relationships, "postcode lotteries" and short-term funding cycles created significant gaps in access and equity. Ultimately, the presentation concluded by proposing a reform strategy built on three pillars—sustained investment, integrated child-centred strategy, and workforce professionalization—to ensure that families receive the right support at the right time. [Click on the image to open a copy of the presentation].
Words of thanks
On behalf of the Research and Knowledge Exchange (RKE) Strategy Group, I would like to extend our warmest thanks for your outstanding contributions to the recent ECSDN Research Conference. We would also like to express our sincere gratitude to all the attending delegates and network members whose presence, engagement, and thoughtful questions made the event such a vibrant success. The diversity and depth of the research presented—ranging from infant outdoor experiences and food literacy to the professional identity of graduates and the impact of classroom environments—truly exemplified the inspiring research culture we are building together. Seeing such high-quality, impactful work shared and celebrated across our network is a testament to your collective dedication to advancing the field of Early Childhood Studies. The RKE Strategy Group is committed to fostering an environment where research and knowledge exchange can thrive, and your participation was vital in bringing that strategy to life. Your insights not only informed our delegates but also sparked meaningful discussions that will undoubtedly influence future practice and policy. Thank you once again for your hard work, your brilliance, and your ongoing commitment to our research community. We look forward to seeing how your projects continue to evolve. Best Regard, Eva, Jo and the RKE Strategy Group