From a Self-Determination Theory perspective, children are expected to grow according to innate tendencies in supportive environments, such as nature-based educational settings. The role of the practitioner is generally viewed as facilitative in these contexts. We report findings from a qualitative study with a sample of 18 UK-based outdoor…

This paper, based on interviews conducted for the "Early Childhood Oral History Project," draws on oral life-history interviews with 14 prominent early childhood researchers who have been active since the 1970s within diverse European countries. A common theme across the interviews is the key role that collaborative research between…

This paper presents a historical reflection on gender and literacy, with a view to informing the present teaching of literacy in early childhood. The relationship between gender, literacy and opportunity in the labour market is examined, given that despite girls' achievement in literacy, in comparison with boys', women continue to earn…

This research study set out to explore the education practitioner's role in promoting communication development in early years classrooms. The study was undertaken in the combined nursery and reception early years unit of a small primary school using an ethnographic approach. Qualitative data was collected through 18 three-hour visits to the…

This article begins by outlining the historical and political context of "parent partnership" within the UK. It locates the perspectives of early years' practitioners within this context, drawing on data from an Economic and Social Research Council (ESRC)-funded study of eighteen English early years settings, including interviews and…

As our world becomes increasingly diverse and technologically-driven, the role and identities of teachers continues to change. "Cases on Teacher Identity, Diversity, and Cognition in Higher Education" seeks to address this change and provide an accurate depiction of the teaching profession today. This thought-provoking collection of…

In this article we look at the links between early years pedagogy and the use of digital game-based learning. Early years education is a distinctive phase of the education system in many countries, generally covering the age range from 3-6 or 7 years. In the United Kingdom, it tends to bridge preschool and the first two years in primary school.…

The aims of this article are to explore contemporary challenges to developing play in early childhood settings, and to identify areas of consensus and collision in policy and practice. Contemporary research highlights the effectiveness of mixed pedagogical approaches, including child- and adult-initiated play. Whilst early childhood specialists…

A survey of 97 nursery school teachers and 104 nursery nurses (52% response) in Britain showed traditional role distinctions were blurring. Nursery teachers were more involved in planning learning and assessment and taking a leadership role. They have longer training, greater status, and wider responsibility. Overlap in roles suggests that nurses…

This paper, presented in three parts, examines the role of the early childhood professional in Europe. Part 1 of the paper examines how various European countries broadly conceptualize the early childhood professional role. Four broad categories are described: (1) early childhood pedagogue; (2) preschool specialist; (3) teacher; and (4) social…

Describes the development and field testing of a handbook for nursery school staff on the management of children's behavior problems. The handbook includes four schedules (for behavioral assessment, general assessment, parent interviews, and agency resources) and discusses play activity, behavior modification, and problem-solving approaches to…