How to write and submit your own Reflections on Early Years Issues.

Papers already submitted to this section:

2013 Reflections:      2013 | 2012 | 2011 | 2010| 2009 | 2008 | 2007 | 2006 | 2005

• Quiet undertones to promoting literacy in early years: a reflective experience - New
  Lisa Fairclough
  
• By-passing the debate: beyond the ‘technology question’ in the early years - New
  Associate Professor Suzy Edwards
  - Response - Rory McDowall Clark - New
  - Response - Natalia Kucirkova - New
• What in the world is happening to babies? A critical perspective of research and support for baby room practitioners in England - New
  Dr Sacha Powell and Dr Kathy Goouch
• Is there space for the child in partnership with families? - New
  Rory McDowall Clark
  - Response - Dr Margaret Simms - New
• Seeking a successor: who can light up this dark world?
  Sandra Smidt

2012 Reflections:      2013 | 2012 | 2011 | 2010| 2009 | 2008 | 2007 | 2006 | 2005

• Pretend play and mathematics – informing the ‘school readiness’ debate
  Maulfry Worthington
• Music matters in early years’ settings
  Mary Fawcett
• Research and the Early Years Practitioner-Researcher
  Carla Solvason
• Payment By Results - what is the impact on practitioners, researchers, parents and children?
  Anita Soni
• The Diverse Communication Needs of Young Children in the Foundation Stage Reflecting on Policy to Practice Issues
  Carolyn Blackburn
• A Summary of Critical Commentary on Reforming the Early Years Foundation Stage (the EYFS): Government Response to Consultation
  Richard House

2011 Reflections:      2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

• The Baby Room Project
  Dr. Kathy Goouch and Dr. Sacha Powell
• Magnificent Sunrise: Critical Writing Explained
  Dr. Margaret Simms
• Reading for Reflection: how reading and critiquing a research paper can stimulate personal reflection
  Elizabeth Appleton

2010 Reflections:      2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

• Transistion from Kindergarten to School in Estonia
  Kerstin Kööp
• "It's hard for me, I move a lot":
  Designing and implementing a one-year Pilot Project to Support Service Children at Halton School during periods of Mobility and Parental Deployment
  Joy O'Neill
• On Learning from the Research Successful: how do teacher educators ever become established researchers?
  Jean Murray
• 'Practitioners' Experiences' - what difference has the EYFS made?
  Liz Brooker
• Dance for young children can provide so much more than physical exercise. Could Early Years practitioners be the key to extending this learning opportunity to more children?
  Mandy Fouracre
• Making sense of Swedish practice: is it that different from practice in Wales?
  Alyson Lewis
• Supply - but no demand?
  Amanda Thomas
• Reclaiming Our Children's Rights from the Jaws of School Effectiveness
  Jane Murray

2009 Reflections:      2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

• Social and Emotional Aspects of Learning (SEAL): Panacea or Pandora's Box?
  Sue Bingham
• 'Research' in early childhood settings: a pause for thought
  Angela Anning
  - Response from Michelle Garcia Diaz
  - Response from Laura Ashton
• 'Key Group Time' is a time for Intimacy: 'Circle Time' is a time for group thinking - Why They Must be Different
  Dorothy Y. Selleck
  - Response from Estelle Martin
• Can Forest School Act as a Spur to Better Quality Outdoor Experiences?
  Sara Knight
  - Response from Mallika Kanyal
• The play's the thing: redefining and rethinking play
  Sandra Smidt
  - Response from Michelle Garcia Diaz, with feedback from Sandra Smidt and comments from Janet Moyles
  - Response from Karla Roberts - New
  - Response from Cate Mawby - New
  

2008 Reflections:      2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

• How can young children's mental health be promoted in the early years within the Early Years Foundation Stage?
  Anita Soni
• Understanding Racism
  Jane Lane

2007 Reflections:       2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

• Early Years in Crisis? Reflecting on the past ten years, hoping for the future
  Margaret Edgington
• Creativity and Possibility in the Early Years
  Anna Craft
• Summer-Born Children Deserve Equal Opportunities
  Jane Payler and David Whitebread
  - Response from Joanne Williamson
• Early Years Professional Status (EYPS): The joys of assessing!
  Jane Payler
  - Response from Margaret Simms

2006 Reflections:       2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

• The rights and wrongs of parenting programmes
  Elizabeth Brooker
• Dimensions of early years professionalism - attitudes versus competences?
  Avril Brock
• Recruitment and Retention of Early Years and Childcare Practitioners in Private Day Nurseries
  Margaret Simms
• What is meant by 'synthetic phonics and what impact will the Rose Report have on our teaching of reading before formal school age?
  Sue Vermes
  - Response from Hilary McEvoy
• The Rose Report in context: What will be its impact on the teaching of reading?
  Professor Margaret Clark
• Seeing the Wider Picture. Reflections on the Reggio Emilia Approach - some evidence from research
  Theodora Papatheodorou

2005 Reflections:       2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005

• Reflecting on creativity and cognitive challenge: visual representations and mathematics in early childhood - some evidence from research
  Maulfry Worthington
  - Response from Torill Hindmarch
• Writing Up Research Involving Child Participants: some Reflections by Ian, aged 5 years
  Deborah Albon
• Children, Food and Jamie Oliver!
  Kate Wagner
• Children, Divorce and Family Relationships
  Jayne Woodhouse
• SureStart, Families and Debt
  Amanda France
• Playing: the Reading Game and Phonics
  Dominic Wyse
  - Response from Marian Whitehead
  - Response from Lyndsay Johnston
• Leadership: an essential ingredient or an optional extra for quality early childhood provision?
  Jillian Rodd
  - Response from Margaret Simms
• Early mathematics achievement in the context of the National Numeracy Strategy
  Carol Aubrey
• Analysing and Understanding Research Findings: practitioner/researcher interaction
  Hilary Fabian
  - Response from Simon Jones