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Do we do what we do because it’s what we’ve always done?
Written by Victoria Jefferies, current MA Early Years Education student. Perhaps it was my unconventional beginning to a career in Early Years, or perhaps it’s my questioning and curious nature, but pursuing a MA has opened my eyes to the contested space we navigate. Educators are acutely aware of many of the difficulties we face:…
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How have we developed learning and teaching around SEND & Adaptive teaching to equip our trainees to become reflective and inclusive practitioners for the future?
Written by Rachael Sackville-Jones, Edge Hill University. Rachael is a Senior Lecturer and Inclusion Lead in the Early Years Education Department. She previously worked as an Early Years teacher and as Specialist Inclusion teacher for Lancashire Education Authority. This blog has been written in response to the question asked at our recent Ofsted inspection: ‘How…
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Has Learning Outside the Classroom become a buzzword in primary education?
Written by Rebecca Green, Senior Lecturer at Edge Hill University. Are the terms Learning Outside the Classroom (LOtC) and Forest Schools used primarily as marketing tools to attract parents to choose a particular educational setting for their child? As someone who firmly believes in the benefits of outdoor learning, I am concerned that if this…
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How can going for a walk in early childhood education and care be interconnected with rights and democracy?
Have you ever thought about how early childhood services, including schools, nurseries or children’s centres “are portals into the community” (Cameron and Moss, 2020: 226)? That was one of the provocations from Professor Peter Moss’s edited book that we discussed at our recent online reading group. At Edge Hill University we host a research network…
