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:
2012 - Reclaiming the Early Years: Play, Voice and Professional Purpose
The 2012 TACTYC reflections offer a diverse and thought-provoking set of perspectives focused on play, policy, communication, and the evolving role of the early years practitioner. Maulfry Worthington’s powerful critique of the ‘school readiness’ agenda champions pretend play as a rich and often overlooked context for early mathematical learning, challenging the narrow focus of official targets. Carolyn Blackburn and Mary Fawcett both raise the importance of communication in young children’s development—Blackburn focusing on language diversity and training gaps in practice, while Fawcett passionately elevates music as an essential, underused channel for relational learning and wellbeing. Meanwhile, Carla Solvason critiques the way we teach research to early years students, calling for purpose-driven, practitioner-centred inquiry. Anita Soni highlights the risks and tensions of Payment by Results in Children’s Centres, warning against letting measurable outcomes overshadow the complexity and richness of children’s and families’ lives. Together, these papers call for a more human, holistic, and reflective early years landscape—where play, relationships, and professional voice are given the space they truly deserve.
2011 - Critical Voices, Caring Practice: Deepening Reflection in the Early Years
The 2011 TACTYC reflections showcase the depth and diversity of critical thought across early years education, from reflective writing to infant care. Dr. Kathy Goouch and Dr. Sacha Powell’s Baby Room Project uncovers the isolation and under-recognition of baby room practitioners, calling for stronger training, dialogue, and relational pedagogy in infant care. Elizabeth Appleton reflects critically on a research paper about children’s physical activity, highlighting the need for nuanced understanding of play, practitioner values, and children's holistic development beyond public health agendas. In a complementary piece, Dr. Margaret Simms demystifies what it means to write critically in early childhood studies, helping practitioners and students alike move from description to informed, evidence-based reflection. Together, these papers champion the idea that thoughtful dialogue, professional development, and reflective practice are essential for nurturing both children and practitioners in meaningful and sustainable ways.
2010 - Balancing Acts: Professional Purpose, Play and Policy in the Early Years
The 2010 TACTYC reflections explore a wide range of challenges and insights, from international comparisons to inclusive practice, curriculum implementation, and professional identity. Liz Brooker captures the varied experiences of early years practitioners adapting to the Early Years Foundation Stage (EYFS), revealing both its empowering potential and bureaucratic burdens. Alyson Lewis draws powerful contrasts between early education in Wales and Sweden, highlighting the value of child-led learning and professional autonomy. Mandy Fouracre champions the use of dance as a joyful, developmental practice in early years, urging practitioners to see movement as more than just physical activity. Meanwhile, Joy O’Neill reflects on a powerful project supporting service children during transitions and parental deployment—showing how sensitive, structured support can ease emotional strain. Jane Murray challenges outcome-driven models in favour of protecting children’s rights through meaningful, play-based processes, and Jean Murray and Pat Mahony unpack the realities of becoming research-active in teacher education, offering hope for those seeking a scholarly path. From curriculum debates to wellbeing and research identity, these papers call for reflection, balance, and an unwavering commitment to children’s needs.
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