Recent Submissions

  • Practice Leadership in the Early Years: Becoming, Being and Developing as a Leader

    Hadfield, Mark; Jopling, Michael; Needham, Martin. (Open University Press, 2017-12-07)
  • Mums, Dummies and Dirty ‘Dids’: the dummy as a symbolic representation of mothering?

    Whitmarsh, Judy (Wiley InterScience., 2008)
    The bio medical expert literature, although contested, associates the use of dummies, soothers or pacifiers, with illness, dental malformation, impaired speech and language, and working-class mothering. This article suggests this negative perspective has filtered, via experts and the media, into public narratives of ‘good’ mothering. Interviews with 20 disadvantaged mothers demonstrate the complex negotiations undertaken to integrate dummy use into their personal ‘good-mothering’ narratives. Representing their hitherto ignored voices in the dummy debate allows a consideration of the context of, and influences on, dummy use. The article argues that rather than a symbol of inadequate working-class mothering, dummy use is a complex, highly negotiated, situated mothering practice.
  • The Good, the Bad and the Pacifier: unsettling accounts of early years practice.

    Whitmarsh, Judy (London: Sage Publications Ltd., 2008)
    In this article, interviews with eight managers and questionnaires from 75 practitioners are analysed to explore their perceptions of the role of pacifiers (or dummies) within the nursery. Managers and practitioners source their knowledge from the media, family/friends, and short professional speech and language courses; however, their perceptions of pacifiers derive from mainly contested research that has filtered into the public domain. This creates tensions between perceived parental rights to offer a child a pacifier, current UK guidelines and participants' own, often ambivalent, views. The article engages with Foucauldian concepts to explore how authoritative knowledge filters into everyday practice and to deconstruct relations of power within the early years setting.
  • The Trampoline Tree and the Swamp Monster with 18 heads: outdoor play in the foundation stage and foundation phase.

    Waller, Tim (Taylor & Francis, 2007)
    This paper considers pedagogy and outdoor play in the early years. The particular focus is on the specific features and benefits of outdoor play in the Foundation Stage (England) and Foundation Phase (Wales). The paper will draw on current international literature and evidence from outdoor learning constructed in an ongoing research project in two settings. In the project, children aged three to seven years are given regular opportunity to play and learn in natural wild environments. The paper will reflect on the development and opportunities for children's play themes and how these impact on pedagogy in early years settings.
  • ICT and literacy.

    Waller, Tim (London: Sage Publications Ltd., 2008)
    This book: What are the ways in which young children learn to communicate? Collating their extensive experience of language and literacy in the early years, the contributors explore key aspects of this topic, linking practical ideas for early years settings and classrooms to relevant theory and research. This second edition is updated to take into account important developments in research, policy and practice, and now covers the 0-8 age range. It also addresses developments in new media and the impact this has upon literacy in young children, and offers chapters on new areas which have emerged in recent years, such as multimodality, media literacy, creative arts and literacy. Explored in the book are: - the relationship between play and literacy; - the role environmental print has in early literacy development; - the language and literacy development of young bilinguals; - ideas, suggestions and justifications for the use of poetry; - a two-year research project, funded by Creative Partnerships; - key issues relating to family literacy.
  • The Cultural Significance of the Child Star.

    O’Connor, Jane (London: Routledge (Taylor & Francis), 2008)
    The child star is an iconic figure in Western society representing a growing cultural trend which idolises, castigates and fetishises the image of the perfect, innocent and beautiful child. In this book, Jane O’Connor explores the paradoxical status of the child star who is both adored and reviled in contemporary society. Drawing on current debates about the commercialisation and sexualisation of childhood and fears about children ‘growing up too soon’, she identifies hostile media attention around child stars as indicative of broader social concerns about the ‘correct’ role and place of children in relation to normative ideals of childhood. Through reference to extensive empirical examples of the way child stars such as Shirley Temple, Macaulay Culkin, Charlotte Church and Jackie Coogan have been constructed in the media, this book illustrates both the powerlessness and the power held by this tiny band of children, and demonstrates their significance as representatives of the public face of childhood throughout the twentieth century and beyond.
  • Comparative Education and Quality Global Learning: engaging with controversial issues in South Africa and the UK.

    Harber, Clive; Serf, Jeffrey M.; Sinclair, Scott (Birmingham: Tide global learning, 2008)
    This book is one of the outcomes of Seeking Ubuntu, a Tide~ project that involved a group of UK teacher educators in a study visit to South Africa. Comparative study supported them in reflecting on their own, as well as South African, educational practice. It offers some insights into that experience featuring the authors’ analyses of education in both South Africa and the UK about how they used the experience to evaluate their everyday practice as teacher educators.