Papers already submitted to this section:       2010 | 2009 | 2008 | 2007 | 2006 | 2005

2010 Reflections:

• Reclaiming Our Children’s Rights from the Jaws of School Effectiveness - New
  Jane Murray

2009 Reflections:      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
• '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 - New
• 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

2008 Reflections:      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:       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 - New
• Early Years Professional Status (EYPS): The joys of assessing!
  Jane Payler
  - Response from Margaret Simms

2006 Reflections:       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:       2009 | 2008 | 2007 | 2006 | 2005

• Reflecting on creativity and cognitive challenge: visual representations and mathematics in early childhood - some evidence from research
  Maulfry Worthington
• 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