This paper explores one child's use of their schema to construct their knowledge and understanding within the early years curriculum for Wales -- the Foundation Phase (FP). It considers how a knowledge of schemas can facilitate practitioners in supporting children along their learning continuum and inform classroom pedagogy. This paper explores…

This article evidences the existing inter-relations between the rights perspective, the listening approach and participatory research with children, emphasising its contributions to the ECEC research field. Specifically, the contributions of visual participatory research in the field of early years transitions are discussed to illustrate the…

This case study examines the development of self-regulation, socially, cognitively and emotionally, through the use of play in the curriculum in five preschool classrooms for children ages 2-5 years old at a university laboratory school. Five teachers were interviewed about their deliberate use of play to support the development of self-regulation…

This action research study investigates how the implementation of a Choice-Based Art curriculum might foster the development of self-determination in pre-kindergarten through first-grade students with diverse learning needs. Through a case study conducted over a ten-week period, the participant-researcher, an art teacher at a non-profit community…

Historically underpinning principles of the English curriculum framework for children from birth to five years explicitly acknowledged a spiritual dimension to children's uniqueness and well-being. Yet spirituality receives scant reference in the discourse of creative learning and teaching. This paper considers the relationship of spirituality to…