Our Reflection papers have been going since 2005 and contain a rich insight into the history of Early Years research from a wide range of key thinkers across all stakeholders.
Navigate through this vast store of work here:
2018 - Being Bold in Practice: Real Voices, Real Change in Early Years
The 2018 TACTYC reflections offer a bold and heartfelt collection of practitioner-led insights, grounded in everyday experiences and big-picture thinking. From transforming settings graded ‘inadequate’ into vibrant, child-led environments, to reimagining the role of whiteboards in deepening children's interests, each story speaks to the power of reflection, courage, and collaboration. Authors share how adopting approaches like In the Moment Planning (ITMP), respecting weapon play, and valuing mealtimes as social learning opportunities can all support children’s wellbeing, autonomy, and development. Transitions—from nursery to Year 1 or from conventional to creative practice—emerge as a key theme, showing how thoughtful leadership and listening to children can smooth these shifts and enhance outcomes. Throughout, these reflections challenge educators to value play more deeply, look beyond surface behaviour, and trust in children as capable, curious learners with voices that matter.
2017 - Seeing Clearly, Valuing Deeply: Reflections for a More Courageous Early Years Practice
The 2017 TACTYC reflections present a powerful collection of voices calling for deeper awareness, respect, and transformation across early years practice. These papers shine a spotlight on vital issues such as infant communication, practitioner identity, trust in children’s play, and the need for societal shifts in how we understand autism. Emma Bailey and Linda Withey challenge us to rethink our adult-led agendas and place greater trust in the complex value of free and physical play. Jaime-Lee Knight’s exploration of neurodiversity urges practitioners to embrace autism as a valid way of being, not a deficit. Meanwhile, Colette Saunders reflects passionately on the urgent need for trade unionisation to support and professionalise Ireland’s ECCE workforce. Caroline Guard beautifully captures the subtle ways infants initiate and sustain connection, and Bronwen Cohen calls for stronger, more integrated leadership on early years policy across the EU. Together, these reflections amplify the need to see children more clearly, value practitioners more deeply, and lead change with courage and care.
2016 - Beyond the Framework: Reclaiming Voice, Value and Vision in Early Years
The 2016 TACTYC reflections reveal a year of challenge, creativity, and critical insight as early years professionals wrestled with tensions between policy, practice, and pedagogy. From Maria Kay’s compelling case for integrating music into early literacy development, to Allegra Cattani’s innovative tool for assessing bilingual toddlers, these papers highlight both the complexity and potential of early years work. Nathan Archer’s critical examination of marketisation in early education calls into question the growing dominance of business language and values, while Gareth Betts-Davies exposes how commercial assessment tools may be shaping practice in ways that prioritise ease over child-centred learning. Johanna Cliffe and Carla Solvason offer a refreshing Deleuzian perspective, encouraging educators to move beyond rigid frameworks and embrace more open, unpredictable ways of thinking and knowing. Together, these reflections call for deeper trust in children, richer understandings of learning, and greater professional agency for educators navigating a rapidly changing landscape.
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