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, starting with the most recent:
2021 - Seeing Anew: Reflective Voices Reimagining Early Years Practice
This inspiring collection of 2021 reflections offers a window into the everyday thinking, challenges, and creativity of early years professionals. Across the year, contributors explored how we can better listen to children, respond to their needs, and reflect on our own practice. From using action research to improve how we plan and deliver the curriculum, to finding joy and meaning through children’s play and storytelling, these papers show how thoughtful approaches can make a real difference. They also ask important questions about current government policies like “30 hours free childcare” and how these affect both children and practitioners. Whether focusing on building children’s sense of belonging through photos and videos, or challenging old ideas about how children should develop and learn, each paper encourages us to pause, reflect, and imagine better ways of supporting young children to thrive.
2020 - Navigating the Unfamiliar: Practitioner Stories from a Transformative Year
The 2020 reflections offer a powerful and deeply personal collection of experiences from early years professionals navigating unprecedented change, uncertainty, and opportunity. From Lauren Emery’s internal struggle between policy-driven practice and child-centred pedagogy, to Sarah Bennett-Leyh’s inventive ways of sustaining community and children’s agency during lockdown, each paper demonstrates a commitment to listening, adapting, and rethinking what matters most in early education. Diane Garrison bravely challenges cultural assumptions and urges educators to address systemic racism with intention and empathy. Rachna Joshi shares how children’s fascination with mirrors and selfies can support identity, communication, and inclusion, while Asia Trigonopoulos reflects on the promise and complexity of mixed-age play. Linda Withey captures the emotional weight of school transitions during COVID, calling for a renewed focus on children’s wellbeing over academic catch-up. Together, these papers invite us to slow down, reflect, and see both children and our own roles through more compassionate, equitable, and imaginative lenses.
2019 - Listening, Leading, and Learning Together: Reflections from the Field
The 2019 reflections from TACTYC showcase a vibrant and thoughtful array of practitioner voices, each questioning norms, sharing creative practice, and championing children’s needs. From Sam Bosely’s insight into what makes strong and empathetic leadership in SEN settings, to Linda Withey’s research into how ‘chit-chat’ with parents supports children’s language development, these pieces highlight the value of relationships at every level. Papers explore complex themes—from rethinking what makes a ‘quality interaction’ in early years classrooms, to challenging assumptions about ‘nature as good’ in education. Authors like Bernadett Nagy and Kathleen Bailey draw on international and philosophical perspectives to deepen understandings of pedagogy and environment, while others—like Helen Sutherland—share the powerful impact of EU-wide collaboration on toddler wellbeing. Whether reflecting on mixed-age play, pedagogical documentation, or ethical tensions in researching with children, each contribution urges us to listen more closely, lead more thoughtfully, and engage with children as co-thinkers in their learning journeys.
