Early Years Research Articles

‘Nobody left behind’: barriers to engagement in early years digitally mediated leadership development

ABSTRACT This research pinpoints the barriers UK early years (EY) leaders face in accessing digitally mediated leadership development. Furthermore, we consider initiatives to disrupt digital exclusion and ensure more equitable access to professional learning opportunities. The onset of the COVID-19 pandemic catalysed an upsurge in the use of digitally mediated professional learning in the UK EY sector. While digital mediation has proven useful in delivering EY leadership development programmes, this article considers who has access to these programmes and who is left behind. Through an inductive thematic analysis applied to 24 qualitative case studies with UK EY training providers, underpinned by the multilevel intersectionality model created by Núñez (2014), we consider how digital exclusion operates through socioeconomic status, geography and race within the sector. Based on this, we emphasise the need for the sector to disrupt these inequities by enacting bottom-up and top-down initiatives to foster digital inclusion across EY.

Exploring the hidden canvas: Conceptualisations of nature in early years curricula and standard documents in Turkey

AbstractThis paper examines underlying beliefs and values about nature within the early years education in Turkey, as reflected in the curricula and standards documents guiding instruction. Given that not every child has the opportunity for nature‐based education, it becomes essential to incorporate nature‐based learning into indoor classrooms. Employing a document analysis, we comprehensively analyse the Ministry of Education's Preschool Education Program (2013), Activity Book‐1 (2013a), and Activity Book‐2 (2018), which guides teachers in shaping their classroom practices, therefore providing in‐depth insights into the conceptualisations of nature. Our analysis reveals that ‘nature’ in these documents is characterised by its connection to and intersections of specific settings, concepts, and resources. Moreover, we found out that the identified patterns of relationships in the examined curriculum and standards documents demonstrate a purposeful initiative to engage preschool children in the realm of nature through various means, including conceptual comprehension, hands‐on interaction with materials, and direct involvement in natural surroundings. The intersections among these elements unveil a complex network of opportunities to promote an enhanced learning journey. By fostering a deeper understanding of the relationship between curriculum guidelines and nature activities, we aim to empower early childhood educators to embrace nature as an integral part of their classroom practices.

Passion, possibilities and purpose

Ana Gonzalez Quintero and Casey Allen are two of the newest qualified team members at Hinxton Crocus Early Years Centre. In 2023, the duo both completed their journeys on the Bright Horizons Apprenticeship Programme and are now enjoying their roles as Level 3 Early Years Educator practitioners. Here they share their journey into the sector and experiences of the programme.

‘The proposed changes do absolutely nothing to address the challenges facing our sector.’

The Government published its response at the end of October 2023 to its own consultation on the proposed changes to requirements in the Early Years Foundation Stage (EYFS), which ran from May to July 2023. Claire Kenyon, co-founder of Early Years Equality and director of Busy Lizzie's Nursery in Chichester, shares her opinion about what has been proposed.

Professional Book Reviews

Richard Willis, visiting professor at the University of South Wales, reviews a book containing activities to help early years professionals work with young children who are neurodivergent. Meg Barclay, educational consultant and early years reviewer for the School Library Association, reviews picture books which support children who are about to become siblings for the first time, help children understand emotions in overwhelming situations and introduce them to animals living in different parts of the world.

Using technology in early years: Findings from the pandemic

Dr Emma Harvey, lecturer and practice educator at Suffolk New College, discusses the results of her research into practitioners' use of technology in settings. This included how technology is used to both support a practitioner's role, and how it is embedded across all areas of provision to facilitate multi-modal learning among children. She also looked at the training staff received to do this. Emma outlines her recommendation for creating a new role of Digital Activity Lead Coordinator (DALCo) in settings to help facilitate the effective and safe use of technology.

Beyond story time: Inspiring imaginations with books and play

Books are undisputedly one of the key invitations for initiating child-led play experiences at Hinxton Crocus Early Years Centre. From classics like Owl Babies by Martin Waddell to more modern offerings like Tom Percival's bestselling Perfectly Norman, all books at the nursery offer opportunities and experiences for play in so many varied ways.

HR guru: SAFE HANDS

Imogen Edmunds, managing director of Redwing Solutions, which specialises in HR for early years settings, on ‘safer’ recruitment

On balance

In the second part of a new series on integrating physical practice into early years practice, Dr Lala Manners looks at balance and co-ordination

Enacting a spiritual pedagogy in the early years: phenomenological reflections on thoughtfulness in practice

ABSTRACT A focus on the spiritual dimensions of childhood has been included in many early childhood education guidelines worldwide. However, understanding the nature of children’s spirituality, and how a spiritual pedagogy can be enacted in practice is still to be understood across the sector. This paper draws on van Manen’s phenomenology of practice to explore the beliefs and practice of one Australian early childhood teacher, who, through consciously drawing from her own life worlds, has intentionally developed and enacted a pedagogy that focused on nurturing young children’s spiritual wellbeing. van Manen’s lifeworld existentials – lived space, lived body, lived time, lived other, were used as lenses through which her pedagogy has been explored. The study revealed that it is the intentionality of practice that leads to spiritual pedagogy. These findings have implications for early childhood educators who are seeking new understandings to inform their own practice.

Ofsted: Time for urgent reform and a better system

Helen Osgood, national officer for Education and Early Years at Community union, responds to the ruling from the inquest into Ruth Perry's tragic death that the Ofsted inspection at her school had been a contributing factor in her subsequent suicide a year ago. Helen shares her thoughts on ways Ofsted could be reformed to create a better system for education settings and children.

Children in Northern Ireland need play more than ever

Dr Glenda Walsh, head of Early Years Education and assistant director of the Centre for Research in Educational Underachievement at Stranmillis University College, outlines the many benefits play brings and argues that young children should be encouraged to play more.

Safeguarding in 2024: New Priorities

In the first of a four-part series, Rachel Buckler, a trainer and consultant specialising in safeguarding, looks at ways to strengthen safe practices in the early years workforce

Tracing Friedrich Froebel's visit to Switzerland and his revolutionary ideas

Richard Willis, visiting professor at the University of South Wales, traces Froebel's visit to Switzerland between 1831 and 1836 where his educational ideas and theories developed, and discusses their impact on early years education today.

Behaviour and communication: Can we separate the two?

One in five children now have speech and language challenges, according to the charity Speech and Language UK, which is the highest number ever recorded. Becky Poulter Jewson, director of early years at Thriving Language and author, and Rebecca Skinner, Speech and Language therapist and author at Thriving Language, discuss the link between behaviour and communication, encouraging practitioners to consider what a child's ‘challenging behaviour’ may actually be expressing.

Ofsted and mental health

As her tenure at Ofsted came to an end in December 2023, HMCI Amanda Spielman published her final annual report, covering the academic year 2022-23. In the report, Spielman examines some of the key challenges currently facing the sector, as well as identifying some potential reasons for optimism. Sue Cowley discusses the report alongside the Minds Still Matter report from the Early Years Alliance and the ruling from the inquest into the tragic death of primary headteacher Ruth Perry, following an Ofsted inspection at her school.

What COVID-19 Vaccine Distribution Disparity Reveals About Solidarity

What COVID-19 Vaccine Distribution Disparity Reveals About Solidarity

What does it (not) mean to be “Froebelian”?: exploring Scottish early years professionals’ perspectives

ABSTRACT In Scotland, the work of Friedrich Froebel (1782–1852) has captured the interest of practitioners, policy makers and academics. Indeed, the National Guidance, Realising the Ambition: Being Me suggests that Froebelian practice is an appropriate way to be with young children. Practitioners who train on Froebelian courses, and subsequently implement Froebelian principles, call themselves ‘Froebelian’ practitioners. Being a Froebelian practitioner can be a complex endeavour. This study explores what it means to be a Froebelian practitioner. It employs online semi-structured interviews with early years practitioners (n = 14) working across diverse early learning and childcare settings in Scotland. As a result of the thematic analysis, practitioners’ conceptualisations of a Froebelian identity were found to revolve around four interrelated themes: (i) self-conception, (ii) soul-searching, (iii) advocacy, and (iv) different paths and positionings. Although each theme was approached differently by practitioners in terms of their identification with Froebelian principles, they collectively contribute to an overarching concept of a Froebelian identity within the Scottish early learning and childcare context. The study suggests raising of critical questions about the relevance of Froebelian thinking on the issues around early learning and childcare today and the proliferation of reflective practice among practitioners to create alternatives and meaningful experiences for children.

Risk of fractures and use of bisphosphonates in adult patients with immune thrombocytopenia-A nationwide population-based study.

Corticosteroids remain the first-line treatment of immune thrombocytopenia (ITP), but increase the risk of osteoporosis and fractures. Bisphosphonates are used for the treatment of osteoporosis, but their usage among patients with ITP has not been systemically described. We investigated the risk of fractures and the use of bisphosphonates in adult patients with primary (pITP) and secondary ITP (sITP) compared with matched comparators in a nationwide registry-based cohort study. We identified 4030 patients with pITP (median age 60 years [IQR, 40-74]), 550 with sITP (median age 59 years [IQR, 43-74]) and 182 939 age-sex-matched general population comparators. All individuals were followed for incident fractures. Bisphosphonate use was estimated for calendar-years and in temporal relation to the ITP diagnosis. Adjusted cause-specific hazard ratio (csHR) for any fracture was 1.37 (95% confidence interval [CI] 1.23; 1.54) for pITP and 1.54 (1.17; 2.03) for sITP. The first-year csHR was 1.82 (1.39; 2.40) for pITP and 2.78 (1.58; 4.91) for sITP. Bisphosphonate use over calendar-years and in the early years following ITP diagnosis was higher among patients with ITP diagnosis compared with the general population. In conclusion, the risk of fractures and the use of bisphosphonates are higher in patients with ITP compared with the general population.

Integrated early years data system associated with pro-equity impact through COVID.

Integrated early years data system associated with pro-equity impact through COVID.