BECERA Conference Programme by CREC

The Art of Practice Based Inquiry Early Childhood Professionals & Research

Midlands Arts Centre, Cannon Hill Park Birmingham B12 9QH 23rd & 24th February 2011

The BECERA 2011 Inaugural Conference is hosted by:

Centre for Research in Early Childhood St Thomas Childrenâ&#x20AC;&#x;s Centre Bell Barn Road Attwood Green Birmingham B15 2AF Tel: +44 121 464 0020 Fax: +44 121 464 0019

www.crec.co.uk

BRITISH EARLY CHILDHOOD ASSOCIATION (BECERA)

EDUCATION

RESEARCH

BECERA is a new independent organisation for those early childhood practitioners, researchers and practitioner researchers working in the British Isles who want a space to meet, enquire and discuss issues relevant to their work with young children and families. BECERA aims to stimulate, support, create and disseminate rigorous, grounded and conceptual knowledge and its applications to our early childhood services. It does this through an annual conference where research is presented and subjected to peer-review. The knowledge generated from each conference will be made available in an on-line, searchable database.

WHAT ARE BECERAâ&#x20AC;&#x;S AIMS? BECERA is particularly interested in practitioner research and exploring paradigms and methodologies which impact directly on services. BECERA is interested in how knowledge is constructed, who listens and who speaks and in capturing the voices of all, including parents and children. BECERA will provide a unique British forum to bring together research, practice and policy and strengthen the early childhood research community in the vital contribution it makes to British practice and policy.

WHO RUNS BECERA? BECERA is an independent self-funding organisation run by the Centre for Research in Early Childhood (CREC) which has dedicated itself to improving services for young children and families in the UK for more than 25 years. CRECâ&#x20AC;&#x;s Directors are Professor Tony Bertram and Professor Christine Pascal OBE.

HOW IS BECERA FUNDED? CREC has undertaken to cover start up costs and hopes to attract sponsorship from several major UK organisations.

CENTRE FOR RESEARCH IN EARLY CHILDHOOD (CREC) CREC is a charitable organisation established in 2007 and located in the St Thomas Children's Centre, near the centre of Birmingham, in the UK. CREC is dedicated to raising the quality of early childhood and family provision in order to enhance outcomes for children. CREC‟s central focus, as expressed in its Governing Constitution, is “to promote and carry out for public benefit, research into issues relevant to early childhood provision and to publish or otherwise disseminate the useful results of such research.” CREC achieves this objective by specialising in early childhood research which has relevant and meaningful outcomes for practice and policy. Some of its research is transformed in to development programmes by its sister organisation Amber Publications and Training (APT). These programmes include:

Effective Early Learning (EEL, 3-6 years) Baby Effective Early Learning (BEEL, birth to 3 years) Accounting Early for Life Long Learning (AcE, assessing and supporting Personal, Social and Emotional Development and Communication, Language and Literacy from birth to 5 years) Opening Windows (creating open and equitable dialogues with parents) Leadership & Management in Early Childhood Settings

CREC also delivers undergraduate, postgraduate and research degrees through its close affiliations with three Midlands universities, the University of Birmingham, Birmingham City University and Wolverhampton University. It is also a strategic partner with the City of Birmingham‟s Children and Young People‟s Directorate. CREC has a strong reputation for undertaking reviews, reports, evaluations and consultancy with central government and many UK local authorities, NGOs and overseas countries. It has also made a significant contribution to Government policy for early childhood in England through its contributions to many national committees and professional associations.

CONTENTS WELCOME FROM THE CONFERENCE COMMITTEE

CONFERENCE PROGRAMME

KEYNOTE ADDRESSES

GENERAL INFORMATION

SYMPOSIUM OVERVIEW

SYMPOSIUM SET I

SYMPOSIUM SET II

SYMPOSIUM SET III

SYMPOSIUM SET IV

SYMPOSIUM SET V

POSTER PRESENTATIONS

INDEX

WELCOME FROM THE CONFERENCE COMMITTEE Dear friends and colleagues,

It is with great pleasure that we welcome you to the first BECERA Conference. We are hoping that BECERA will become a special place for those who are passionate about developing their knowledge and understanding about early childhood and care and who wish to collaborate in sharing ideas, thinking and dialogue. The title of this inaugural conference foregrounds the „real world‟ of research (Robson, 2002) undertaken by practitioners as participant observers in their own settings. It aims to make research meaningful and relevant to practice and to capture the perspectives and knowledge of professionals in co-constructing our understanding of the quality of experience for families and young children. Reflective practitioners have wide-ranging knowledge and BECERA provides a forum where this can be presented and held for systematic peer-review and examined for its transferability and relevance to others. BECERA will offer you a wonderful opportunity to network and become part of a new sector wide „community of learners‟ aiming to inform and enhance the quality of service to children and families. We are hoping that the conference will provide delegates with the confidence and skills to become evidence based practitioners who are able to show the impact and outcomes of their work. The knowledge we generate, including all presentation abstracts, will be posted on a new online database on the BECERA website for wider dissemination. Practice based inquiry has become increasingly important to policy makers and during this conference you will be able to explore it as an „art form‟, creatively, curiously and companionably. We at BECERA believe that shared learning can be fun and that we learn most when we are comfortable and engaged. We hope this conference will challenge you, inspire you and support you both personally and professionally.

Yours sincerely,

Tony Bertram

Chris Pascal

CREC Directors

CONFERENCE ORGANISING COMMITTEE Professor Tony Bertram, Centre for Research in Early Childhood, Birmingham (CREC), UK Professor Chris Pascal, Centre for Research in Early Childhood, Birmingham (CREC), UK

LOCAL ORGANISING COMMITTEE Centre for Research in Early Childhood (CREC) For more information visit the website www.crec.co.uk

SCIENTIFIC COMMITTEE Professor Tony Bertram, Centre for Research in Early Childhood, Birmingham; Professor Christine Pascal, Centre for Research in Early Childhood, Birmingham; Dr Judy Whitmarsh, University of Wolverhampton.

MAJOR CONFERENCE SPONSORS Centre for Research in Early Childhood (CREC) & Amber Publications & Training Ltd (APT) www.crec.co.uk Created Visions www.created-visions.com

CONFERENCE PROGRAMME Day 1: Wednesday, 23rd February 2011

08:00 - 09:30

Registration & refreshments

09:30 â&#x20AC;&#x201C; 11:00 Opening session & Keynote I

Foyer Main Theatre

Prof. Chris Pascal Practitioner Research: An Intellectual and Adventurous Narrative at a Tipping Point? 11:00 - 11:30

COFFEE BREAK

Arena Bar

11:30 - 13:00

Symposium Set I

A Hexagon, B Deloitte, C Pinsent Masons 1, D Music Room 1

13:00 - 14:00

LUNCH

Main Theatre

14:00 - 15:30

Symposium Set II

A Hexagon, B Deloitte, C Pinsent Masons 1, D Music Room 1

15:30 - 16:00

COFFEE BREAK

Arena Bar

16:00 - 17:30

Symposium Set III

A Hexagon, B Deloitte, C Pinsent Masons 1, D Music Room 1

SOCIAL PROGRAMME

17:30 - 19:00

Speed Networking Event Sponsored by

Main Theatre

CONFERENCE PROGRAMME Day 2: Thursday, 24th February 2011

08:00 - 09:30

Registration & refreshments

Foyer

09:30 - 10:30

Keynote II

Main Theatre Prof. Jean McNiff

‘Exploring Practice Based Research’

10:30 - 11:00

COFFEE BREAK

Arena Bar

11:00 - 12:30

Symposium Set IV

A Hexagon, B Deloitte, C Pinsent Masons 1, D Music Room 1

12:30 - 13:30

LUNCH

13:30 - 15:00

Symposium Set V

15:00 - 16:00

Posters Question and Answer with COFFEE Arena Bar

16:00 - 17:00

Plenary

Main Theatre

A Hexagon, B Deloitte, C Pinsent Masons 1, D Music Room 1

Main Theatre

KEYNOTE ADDRESSES Day 1: Wednesday, 23rd February 2011 09:30 - 11:00

Keynote I

Main Theatre

Practitioner Research: An Intellectual and Adventurous Narrative at a Tipping Point? Prof Chris Pascal, CREC This keynote sets out some characteristics of „practitioner research‟ and the contribution it can make to our professional and scholarly knowledge base. Tracing the narrative from its early beginnings to the current expanding possibilities, it will suggest that, within a developing climate of intense expectations, all practice should be 'evidenced' and that all practitioners should be engaged in systematic professional inquiry about the outcomes and impact of their work. The challenges and possibilities of achieving this cultural and intellectual 'shift' in early years practice during a time of constraint and parsimony in public services demands urgent and collective action from the 'mavens', the 'connectors' and the 'salesmen' (to use Gladwell‟s terms) in the world of early childhood. Are we nearing a 'tipping' point and who will fulfill these roles and what will this mean for the early years‟ sector? It is hoped that these ideas and issues will help set the agenda for an intense dialogue about what comes next.

Day 2: Thursday, 24th February 2011 09:30 - 10:30

Keynote II

Main Theatre

Exploring Practice Based Research Prof Jean McNiff, York St John University This interactive presentation takes the form of a lecture-cum-workshop, so please come prepared to participate. We first explore what action research is, where it has come from, and how it is different from social science forms of research. We then consider the values base of action research, why you should do it, and how to do it. We consider what could be the significance of your action research for your own professional practice. A key feature of doing research is to share it for other people‟s feedback, so we think about how to write it up, how to get published, and how to celebrate your work in your own organisation. Be prepared to have some fun!

GENERAL INFORMATION HOST The host of the inaugural BECERA Conference is the Centre for Research in Early Childhood (http://www.crec.co.uk). REGISTRATION DETAILS The conference fee for participants includes: admission to the conference, documentation, coffee breaks and lunches 23rd and 24th February 2011. COFFEE BREAKS AND LUNCHES Tea, coffee and lunches are served at the Midlands Arts Centre (mac) Arena Bar or the Main Theatre on the ground floor. During the last 5 minutes of your break, please move to the room in which your chosen symposium is located. Coffee/Tea will be served in disposables so you can take it with you. INFORMATION DESK The „Registration Desk‟/ „Help Desk‟ will be located in the foyer of the mac. After 10 am on both days queries should be directed to the CREC stand that is located in the Arena Bar. MESSAGES There will be a messages board near the main CREC stand where you can put your messages to participants. STAFF ASSISTANCE The CREC team will be happy to provide assistance with practical matters during the conference. The team will be stationed around the venue during the conference and there will always be one member of the team at the CREC stand. CREC phone number is 0121 4640020.

NOTE FOR PRESENTERS Each symposium room is equipped with a PC and a data projector. We recommend you save your presentations as a Microsoft PowerPoint document, Office 2003 version to avoid any compatibility issues. We also recommend that you locate your symposium room in advance and arrive at your symposium room at least 15 minutes prior to your symposium start time in order to load your presentation and ensure a prompt start. All PCs are fitted with USB drives and we recommend you load your presentation on a USB memory stick (also known as a „pen drive‟, or a „flash drive‟).

NOTE FOR CHAIRS Please be present in your symposium room at least 15 minutes prior to your session. It is important that the sessions stay on schedule so that individuals who want to listen to a specific talk may do so, and each presenter gets an equal opportunity to present their work. If a presentation is cancelled you may either convene a general discussion or instead call a recess. SYMPOSIUM ROOMS Symposiums will take place across 3 to 4 rooms. The maximum capacity of each room is listed in the programme. Depending on which room your intended symposium is in, it may take up to 2 minutes to walk between rooms. We recommend you make your way to the symposium rooms in advance to make sure you get there in good time and that you can find a seat. POSTERS The following time has been allocated for poster sessions in the conference programme: Thursday, 24th February 2011 15:00 â&#x20AC;&#x201C; 15:30. At registration, please let the organisers know that youâ&#x20AC;&#x;re a poster presenter so you can be shown where to place your poster. Poster presenters are asked to be at their display during the entire Poster Presentation session. Please note that the conference host only provides the display space and it is your task to bring and display the title of your poster and any additional information relating to your presentation. You should also ensure that all your materials are removed at the end of the conference. CONFERENCE BADGES Your personal badge is your entry ticket to all keynotes, symposia, lunch, refreshments and workshops. We ask that you wear your badge at all times whilst at the venue. TRANSPORT TO/FROM THE CONFERENCE VENUE The mac is located in Cannon Hill Park, Birmingham, opposite the County Cricket Ground on Edgbaston Road, off Pershore Road (A441) and Bristol Road. (A38). The mac is easily accessible using all the major city road routes and is served by a number of buses from Birmingham City Centre including 1, 35, 45, 47, 62 and 63. For those who wish to call a taxi we can recommend the following local firms: TOA taxis: 0121 427 8888 Castle Cars: 0121 472 2222 Falcon Cars: 0121 603 6666 LIABILITY INSURANCE The conference cannot accept any liability for personal injuries or for loss or damage to property belonging to the delegates, either during, or as a result of the meeting. Please check the validity of your own personal insurance before travelling.

BECERA Inaugural Conference PROGRAMME OVERVIEW WEDNESDAY 23rd FEBRUARY, 2011 SYMPOSIUM SET I: 11:30 – 13:00 Symposium Title

Room

I/A

Early Years Pedagogy & Curriculum

Hexagon

I/B

The Role and Impact of Early Years Professionals

Deloitte

I/C

Practitioner Research

Pinsent Masons Room 1

I/D

Workshop: What Lessons Can Be Learnt from The Finnish EY System

Music Room 1

WEDNESDAY 23rd FEBRUARY, 2011 SYMPOSIUM SET II: 14:00 – 15:30 Symposium Title

Room

II/A

Children as Researchers & Explorers

Hexagon

II/B

Widening recruitment in the Early Years‟ workforce

Deloitte

II/C

Developing Pedagogy

Pinsent Masons Room 1

II/D

Workshop: Managing research projects effectively

Music Room 1

WEDNESDAY 23rd FEBRUARY, 2011 SYMPOSIUM SET III: 16:00 – 17:30 Symposium Title

Room

III/A

Partnership working in Early Childhood settings

Hexagon

III/B

Language & Early Intervention

Deloitte

III/C

Troubling Early Years Research

Pinsent Masons Room 1

III/D

Workshop: AcE – Accounting for Early Learning

Music Room 1

PROGRAMME OVERVIEW THURSDAY 24th FEBRUARY, 2011 SYMPOSIUM SET IV: 11:00 – 12:30

Symposium Title

Room

IV/A

Improving Quality in Early Childhood

Hexagon

IV/B

Capturing Multiple Perspectives of Pedagogy

Deloitte

IV/C

Co-constructing Research Methods in Early Childhood

Pinsent Masons Room 1

IV/D

Workshop: Jazz Babies: developing young children‟s & families musicality

Music Room 1

THURSDAY 24th FEBRUARY, 2011 SYMPOSIUM SET V: 13:30 – 15:00 Symposium Title

Room

V/A

Developing Thinking

Hexagon

V/B

Children‟s Creativity: Art & Music

Deloitte

V/C

Professional Development: Mentoring & Leadership

Pinsent Masons Room 1

V/D

Workshop: Writing for Journal Publication

Music Room 1

CONFERENCE PROGRAMME WEDNESDAY 23rd FEBRUARY, 2011 SYMPOSIUM SET I: 11:30 – 13:00

SYMPOSIUM I/A EARLY YEARS PEDAGOGY & CURRICULUM Room: Hexagon (capacity 80) CHAIR: JUDY WHITMARSH University of Wolverhampton, West Midlands A critical analysis of the „tension‟ between the Early Years Curriculum in England and the „child centred‟ approach of Reggio Emilia Jean Jensen & Ioanna Palaiologou (University of Hull, Yorkshire and the Humber) Exploring play as a methodology – a practice based inquiry approach Arlene Forster (National Council for Curriculum and Assessment NCCA, Ireland)

SYMPOSIUM I/B THE ROLE AND IMPACT OF EARLY YEARS PROFESSIONALS Room: Deloitte (capacity 70) CHAIR: MARGY WHALLEY Pen Green Research and Development and Training Base, East Midlands The longitudinal study of the impact and role of Early Years Professionals: First Survey Report of EYPs‟ perceptions of their role, impact and career aspirations Mark Hadfield, Michael Joplin, Karl Royle & Tim Waller, (University of Wolverhampton, West Midlands)

The Individual and the Collective: Perceptions of Early Years Professional Status Eunice Lumsden (University of Northampton, East Midlands)

SYMPOSIUM I/C PRACTITIONER RESEARCH Room: Pinsent Masons Room 1 (capacity 60) CHAIR: EDDIE MCKINNON Pen Green Research and Development and Training Base, East Midlands

Collaborative practitioner research as a tool for service development Linda Shaw & Woodseaves Pre-School and Doxey Pre-School (Staffordshire County Council, West Midlands)

Using Action Research to Support and Develop Quality Practice Josephine Bleach (National College of Ireland, Ireland)

WORKSHOP I/D WHAT LESSONS CAN WE LEARN FROM THE FINNISH EARLY YEARS SYSTEM? Room: Music Room 1 (capacity 30)

Philip Gammage, (Centre for Research in Early Childhood, West Midlands)

WEDNESDAY 23rd FEBRUARY, 2011 SYMPOSIUM SET II: 14:00 – 15:30

SYMPOSIUM II/A CHILDREN AS RESEARCHERS & EXPLORERS Room: Hexagon (capacity 80) CHAIR: HELEN MOYLETT National Strategies, South East England Inquiring Minds - Learning From Children's Sensory Play Sue Gascoyne (Play to Z, East of England)

Growing Potential – How can we harness the great outdoors to create a „life of enquiry‟ for practitioners and children in the Early Years Marion Breslin (London Early Years Foundation, Carlton Hill Community Nursery, Greater London) How does your garden grow? Addressing Children‟s learning needs in the outdoor environment Jan Dubiel (Early Excellence Training and Resource Centre, North West England)

SYMPOSIUM II/B WIDENING RECRUITMENT IN THE EARLY YEARS‟ WORKFORCE Room: Deloitte (capacity 70) CHAIR: DENISE HEVEY University of Northampton, East Midlands 3 men in a nursery David Stevens (London Early Years Foundation, Greater London)

Attracting graduates into early years work: experience of the EY Student Associate Scheme Denise Hevey, Jeanne Barczewska & Hayley Hunter (University of Northampton, East Midlands)

SYMPOSIUM II/C DEVELOPING PEDAGOGY Room:Pinsent Masons Room 1 (capacity 60) CHAIR: JANE MURRAY University of Northampton, East Midlands „From the heart out‟; developing a pesonal pedagogy Paulette Luff & Elizabeth Appleton (Anglia Ruskin University, East England)

Trans disciplinarily in early years: a case for " doxastic" pedagogy? Ioanna Palaiologou (University of Hull, Yorkshire and the Humber)

WORKSHOP II/D MANAGING RESEARCH PROJECTS EFFECTIVELY Room: Music Room 1 (capacity 30)

Chris Pascal & Tony Bertram, (Centre for Research in Early Childhood, West Midlands)

WEDNESDAY 23rd FEBRUARY, 2011 SYMPOSIUM SET III: 16:00 – 17:30

SYMPOSIUM III/A PARTNERSHIP WORKING IN EARLY CHILDHOOD SETTINGS Room: Hexagon (capacity 80) CHAIR: NICOLA SMITH University of Wolverhampton/CREC, West Midlands Practitioners and parents; living in a “third space”? Perceptions of minority ethnic parental involvement in their children's Nursery education Nicola Smith (University of Wolverhampton/CREC, West Midlands) Multi-Agency Working in the Early Years: Challenges and Opportunities Michael Gasper (Starfish Enterprise, West Midlands)

Data analysis: an alternative approach towards swimming rather than drowning Wendy Messenger (University of Worcester, West Midlands)

SYMPOSIUM III/B LANGUAGE & EARLY INTERVENTION Room: Deloitte (capacity 70)

CHAIR: HELEN MOYLETT National Strategies, South East England Curiosity Corner Interactive: Improving the School Readiness of Children Living in Poverty Bette Chambers & Louise Tracey (University of York, Yorkshire and the Humber) Participating in Every child a talker – lessons learned Helen Moylett (National Strategies, South East England) Listening to practitioners: an independent evaluation of I Can‟s Early Talk programme Judy Whitmarsh (University of Wolverhampton, West Midlands)

SYMPOSIUM III/C TROUBLING EARLY YEARS RESEARCH Room: Pinsent Masons Room 1 (capacity 60) CHAIR: TIM WALLER University of Wolverhampton, West Midlands Neuroscience and the early years: Making the connection work Mine Conkbayir (London Early Years Foundation, Greater London)

Research Methodology and the Early Years Practitioner Carla Solvason (University of Worcester, West Midlands)

WORKSHOP III/D USING THE ACE SCALES TO EVIDENCE IMPACT Room: Music Room 1 (capacity 40) Chris Pascal & Tony Bertram, (Centre for Research in Early Childhood, West Midlands)

THURSDAY 24th FEBRUARY, 2011 SYMPOSIUM SET IV: 11:00 – 12:30 SYMPOSIUM IV/A IMPROVING QUALITY IN EARLY CHILDHOOD Room: Hexagon (capacity 80) CHAIR: JUDY WHITMARSH University of Wolverhampton, West Midlands Capturing Quality using the Early Childhood and Infant Toddler Environment Rating Scales (ECERS & ITERS): Practitioner Experiences of Self Evaluation Sandra Mathers & Denise Kingston (A+ Education Ltd, South East England)

Quality Improvement and change in the early years: Childminding Michael Reed (University of Worcester, West Midlands)

SYMPOSIUM IV/B CAPTURING MULTIPLE PERSPECTIVES ON PEDAGOGY Room: Deloitte (capacity 70) CHAIR: JANE MURRAY University of Northampton, East Midlands Using Video Data to Increase our Knowledge and Understanding of the Role of the Practitioner in Early Years Settings Jennifer Colwell (University of Brighton, South East England) Young Children‟s Explorations: Young children‟s research? Jane Murray (University of Northampton, East Midlands)

SYMPOSIUM IV/C CO-CONSTRUCTING RESEARCH METHODS IN EARLY CHILDHOOD Room: Pinsent Masons Room 1 (capacity 60) CHAIR: KATE HAYWARD Pen Green Research, Development & Training Base, East Midlands Local Polyvocal Ethnography; parents and practitioners co-researching and co-producing local services Eddie McKinnon (Pen Green Research, Development & Training Base, East Midlands) Research Methods for Exploring Children's Leadership Margy Whalley (Pen Green Research, Development & Training Base, East Midlands)

WORKSHOP IV/D JAZZ BABIES – DEVELOPING YOUNG CHILDREN‟S & FAMILIES MUSICALITY Room:Music Room 1 (capacity 40) Cynthia Knight & Trish Power (St Thomas Children’s Centre, West Midlands)

THURSDAY 24th FEBRUARY, 2011 SYMPOSIUM SET V: 13:30 – 15:00

SYMPOSIUM V/A DEVELOPING THINKING Room: Hexagon (capacity 80) CHAIR: KATE HAYWARD Pen Green Research, Development & Training Base, East Midlands Sustained Shared Thinking: a reflection Penny Lawrence & Bridget Egan (University of Winchester,South East England)

Developing designerly thinking - a real context for learning Clare Benson (Birmingham City University, West Midlands)

SYMPOSIUM V/B CHILDREN‟S CREATIVITY Room: Deloitte (capacity 70) CHAIR: CYNTHIA KNIGHT St Thomas Children‟s Centre, West Midlands Art Practice as Research: shifting paradigms in documentation practices Christina Macrae (Manchester Metropolitan University,North West England) “This is our house! Our music house!” – musical play in dens Alison Harmer (CREC, West Midlands)

SYMPOSIUM V/C PROFESSIONAL DEVELOPMENT: MENTORING & LEADERSHIP Room:Pinsent Masons Room 1 (capacity 60) CHAIR: MIKE GASPER Starfish Enterprise, West Midlands Whose Knowledge? Co-constructing a Mentoring Programme for Early Childhood Professionals Mandy Andrews (University of Worcester, West Midlands) A documentary analysis of the use of leadership theory in changing practice in early years settings Geraldine Davis (Anglia Ruskin University, East England)

WORKSHOP V/D WRITING FOR JOUNAL PUBLICATION Room: Music Room 1(capacity 40)

Graham Hobbs (Routledge, South East)

POSTER PRESENTATIONS Q & A THURSDAY 24th FEBRUARY, 2011 15:00 - 15:30

ARENA BAR

What makes a „good‟ story? Who decides? Fi McGarry (University of Dundee, Scotland)

Agents for change in early years care and education: the role of the graduate leader Margaret Parsons (University of Sunderland, North East England)

How does your garden grow? Addressing children‟s learning needs in the outdoor environment Jan Dubiel (Early Excellence Training and Resource Centre, North West England)

WEDNESDAY 23rd FEBRUARY, 2011 SYMPOSIUM SET I: 11:30 – 13:00

SYMPOSIUM I/A EARLY YEARS PEDAGOGY & CURRICULUM CHAIR: JUDY WHITMARSH, UNIVERSITY OF WOLVERHAMPTON

A critical analysis of the „Tension‟ between the Early Years Curriculum in the UK and the „child centred‟ approach of Reggio Emilia JEAN JENSEN AND IOANNA PALAIOLOGOU, University of Hull, Yorkshire and the Humber Research aims & questions: This paper compares the EYFS and the Reggio Emilia approach in the light of two main constructions of childhood. There are two main schools of thought firstly, those educators who believe we need to prepare our very young children for this Brave New World, and the changes to the old order and for the quick-living future and secondly, those who believe that we need to protect our very young children and give them key opportunities and experiences (symbolised by the traditional activities of the bathers and field workers) so that we will produce happy, fulfilled adults in a democratic society (Woods 2005 page 3). This paper suggests that two new terms are emerging to describe these two views the „Pre-emptive view‟ and the „Protective View‟ respectively. Relationship to previous studies by others and self: This paper examines the work of Malaguzzi , Rousseau , Dewey , Rinaldi and sociocultural theories of development . Theoretical & conceptual framework of research: Philosophical examination of the ealry years pedagogy. Paradigm, methodology & methods: The underpinning philosophy behind the Reggio and the child-centred approach „protective view‟ and the EYFS „pre-emptive view‟ is what causes the tension in early years workforce and pedagogical practices. Ethical considerations: This is a philosophical paper thus the inherent tension referred to in the title may not be based on educational theory and practice but more on philosophical, social, cultural and historical issues thus the ethical implications will focus on the discuss. Main finding or discussion: In the dominant curricula practices in early years in England there are two emerging views: the preemtive child and the protective child.

Implications, practice or policy: Early Years Practitioners are torn between government laws, regulations, and social and economic culture pressures that dominate in the UK and the international epistemology and the discourse of educators surrounding children‟s development and learning. This is causing tensions in early years practice. Keywords: life of inquiry, methodological approaches, outcomes, creativity, technology & ICT

Exploring play as a methodology – a practice-based inquiry approach ARLENE FORSTER, National Council for Curriculum and Assessment (NCCA), Ireland Research aims & questions: The project aims to document and learn from five teachers‟ experiences in developing play as a teaching and learning methodology in the first two years of primary school in Ireland. The research takes place against a back-drop of reports questioning the appropriateness of school experiences for 4-6 year olds. In response, the teachers are exploring the rationale for, the practicalities and benefits of using play to support young children‟s learning. Relationship to previous studies by others and self: Knowledge generated at the „learning site‟ informs the advice on curriculum and assessment given to the Minister by the National Council for Curriculum and Assessment (NCCA). This project builds on the Council‟s action research with teachers in the Primary School Network, and on a portraiture study involving children and their practitioners. Theoretical & conceptual framework of research: This is an educational action research project. The teachers have self-selected as practitioners who want to improve their practice through critical self-reflection, and share their experiences in order to influence colleagues in the field. Paradigm, methodology & methods: The project uses a case study approach whereby the teachers record their individual learning journey through logs, photographs and/or video. Using semi-structured conversations, the teachers meet periodically to present, reflect on and „test‟ judgements and claims about their practice against those of fellow practitioners. The teachers share their collaborative inquiry with the wider educational community through the NCCA‟s ACTION website (www.action.ncca.ie) encouraging other teachers to reflect on why and how they might enhance their practice. Ethical considerations: The project is informed by the principles of Children First (Department of Health and Children, 1999) and the work of Hill (2005). Main finding or discussion: The project is at the introductory stage.

Implications, practice or policy: The primary purpose of the project is to inform practice in primary school classrooms. The second purpose is to generate knowledge to inform a review of the curriculum for young children, starting with the area of language. Keywords: life of of inquiry, methodological approaches, multiple narratives, technology & ICT

SYMPOSIUM I/B THE ROLE AND IMPACT OF EARLY YEARS PROFESSIONALS CHAIR: MARGY WHALLEY, PEN GREEN RESEARCH, DEVELOPMENT & TRAINING BASE

The longitudinal study of the impact and role of Early Years Professionals: First Survey Report of EYPs‟ perceptions of their role, impact and career aspirations MARK HADFIELD, MICHAEL JOPLING, KARL ROYLE, TIM WALLER, University of Wolverhampton, West Midlands Research aims & questions: This paper reports on the longitudinal evaluation of the role and impact of Early Years Professionals (EYPs) in England, a study commissioned by the Children‟s Workforce Development Council (CWDC). Relationship to previous studies by others and self: The research involves a three-year investigation of the role and impact of EYPs in their working environments and also practitioners‟ personal career development and aspirations. Theoretical & conceptual framework of research: There are two main parts to the study; national online surveys of all practitioners with EYPS, asking about their career development needs and aspirations and case studies in 30 settings across the country, looking at how EYPs have an impact on the quality of education and care available to children. Paradigm, methodology & methods: The findings from the first of two national surveys of EYPs will form the basis of the paper. The survey went live between January and February 2010 and nearly 30 per cent of the total number of practitioners with EYPS responded. This sample was broadly representative of the total population of practitioners with EYPS based on gender, ethnicity, geographical distribution and the pathway they had followed to achieve EYPS. Ethical considerations: Study approved by University of Wolverhampton Ethics Committee and CWDC Research Group. Main finding or discussion: The paper will identify and discuss key findings in relation to: Characteristics of the practitioners who have become EYPs and their distribution within the workforce; The impact of the EYP programme on practitioners and their careers;

EYPs‟ perceived impact on settings and the barriers they face. Implications, practice or policy: The implications of the survey findings for the future development of the children‟s workforce in England will be considered. Keywords: action research , birth to three, practice based inquiry, communication language & literacy

The Individual and the Collective: Perceptions of Early Years Professional Status EUNICE LUMSDEN, The University of Northampton, East Midlands Research aims & questions: This research aims to explore the concept of professional identity through a critique of the concept, implementation and impact of Early Years Professional Status as a new professional model. Research questions are: What is meant by separatist versus integrated models of professional identity? How does the EYPS fit with wider policy and professional roles, in England and internationally? How has the achievement of EYPS impacted on candidates‟ roles and practice and on perceptions of their professional identity? What is the success and limitations of the EYPS model for developing a profession (as opposed merely to professional development) and to assess the potential implications for future policy and practice. Relationship to previous studies by others and self: Research into EYPS is embryonic and, as yet, no longitudinal research has yet been published. It therefore aims to provide new insights that may support further and current research in this area. Theoretical & conceptual framework of research: The work of Bronfenbrenner (1992) on ecological systems theory provides the underpinning theoretical framework. Paradigm, methodology & methods: A mixed methodological approach has been used with the mixed analysis drawing on quantitative data gathered through questionnaires and qualitative data from interviews and focus groups. Ethical considerations: The research has ethical approval and has followed BERA guidelines. Main finding or discussion: The main findings are that the development is welcomed, quality and outcomes are been impacted upon and the EYP and has a distinct identityand role in children‟s services.

Implications, practice or policy: This research reinforces policy direction in relation to early intervention and potentially offers data to support how this new role can be further embedded. Keywords: applications, focus group, childrenâ&#x20AC;&#x;s perspectives, knowledge,communication language & literacy

SYMPOSIUM I/C PRACTITIONER RESEARCH CHAIR: EDDIE MCKINNON, PEN GREEN RESEARCH, DEVELOPMENT & TRAINING BASE

Collaborative practitioner research as a tool for service development LINDA SHAW & WOODSEAVES PRE-SCHOOL AND DOXEY PRE-SCHOOL, Staffordshire County Council, West Midlands Research aims & questions: The paper draws on partnership work between Staffordshire Local authority (LA), two community preschools and the primary schools into which they feed. It explores service development based on shared data and collaborative research from the perspectives of participating practitioners. Relationship to previous studies by others and self: The data relates to "An Evaluation of Multi-Agency Delivery of Services through Phase 2 Sure Start Children's Centres (Shaw, 2009) and Staffordshire Buddying/Communities of Learning Projects (DCSF, 2009). Theoretical & conceptual framework of research: Early years' practitioners are often faced with the dilema of "considering their practice in relation to a formal written curriculum" (Stephen, 2010, p17) and meeting the needs of the communities in which they operate. Forging cross sector relationships through data sharing and practitioner research has proved to be a powerful tool for service development in Staffordshire. Paradigm, methodology & methods: The presentation aims to give precedence to the voice of practitioners as agentic partners in research, whether the research questions are initiated by themselves or others. Case studies presented by practitioners will be based on their own emerging conceptualisations of methodological practices. Mixed methods have been used for data collection and analysis. Ethical considerations: Permission for the collection and dissemination of data has been given by Staffordshire LA and individual research participants. Main finding or discussion: The role of practitioners as researchers and generators of knowledge.

Implications, practice or policy: The continuing importance of research as a basis for provision and practice in Early Years locally and nationally. Keywords: action research, multiple narratives, case study, multi – professional collaboration, curriculum

Using Action Research to Support and Develop Quality Practice JOSEPHINE BLEACH, National College of Ireland Research aims & questions: How effective is action research as a professional development tool? The aim was to improve quality in fourteen community-based ECCE centres through the implementation of Síolta, The Quality Framework for Early Childhood Education (CECDE 2006) and Aistear, The Early Childhood Curriculum Framework (NCCA 2009). Relationship to previous studies by others and self: The findings of an indepedent evaluation (Moloney 2010) are incorporated as well as research done on the management and implementation of change including CECDE (2006), Fullan (2005; 2008) and Alvestad and Rothle (2007). Theoretical & conceptual framework of research: A community action research approach, which creates a learning community that works together to 'nurture and sustain a knowledge-creating system', based on valuing equally each other, was used. Reflective practice and 'dynamic conversations' (Schón 1983). Paradigm, methodology & methods: The action reflection cycle of observe, reflect, act, evaluate and modify (McNiff and Whitehead 2006) informed the development of the programme and ensured that the plans were implemented. Ethical considerations: The National College of Ireland's Code of Conduct for Researchers was observed. Good practice in relation to action research was followed. Main finding or discussion: Participants found the programme easy to understand and useful to their practice. The combination of purposeful peer interaction and learning from action helped improve the quality of teaching and learning in their settings.

Implications, practice or policy: The history of educational reform and innovation abounds with policies that are not implemented (Fullan et al 2005). Community action research supports the implementation of change in a way that enhances participants' capabilities, both individually and collectively, to produce results they truly care about (Senge and Scharmer 2001). Keywords: applications, multiple narratives, childrenâ&#x20AC;&#x;s perspctives, communication language & literacy

WORKSHOP I/D WHAT LESSONS CAN WE LEARN FROM THE FINNISH EARLY YEARS SYSTEM? Philip Gammage Finnish Early Childhood Education and Care; and indeed the whole Finnish education system have enjoyed a high profile of international acclaim these last two decades or so. The PISA studies merely illustrated and underscored that apparent success. Philip presents a brief picture of Finland gleaned from working there over the last fifteen years, from his work on comparative policy at Oulu and Rovaniemi and from his contribution as rapporteur for the OECD (Starting Strong). He concentrates on ECEC, but draws on aspects of other levels of education as well. Recently the Finns awarded him a higher doctorate for his contribution to Finnish education.

WEDNESDAY 23rd FEBRUARY, 2011 SYMPOSIUM SET II: 14:00 â&#x20AC;&#x201C; 15:30 SYMPOSIUM II/A CHILDREN AS RESEARCHERS & EXPLORERS CHAIR: HELEN MOYLETT, NATIONAL STRATEGIES

Inquiring Minds - Learning From Children's Sensory Play SUE GASCOYNE, Play to Z Ltd, East of England Research aims & questions: In considering the question 'How can children's responses to sensory-rich play help practitioners live a life of inquiry?' who better to learn from than children themselves? Relationship to previous studies by others and self: Drawing upon the results of a Sensory Play Research Project carried out by Anglia Ruskin University in May 2009, the importance of sensory-rich play and its value were explored. Reflecting upon Treasure Basket play, children were described as enjoying exploring, discovering, investigating and using their senses - essentially inquiry. The research highlighted the importance of children experiencing sensory-rich resources that stimulate all of their senses, but adults vivid childhood play memories suggest that this may also have relevance to practitioners in unlocking play memories and igniting an inquiring mind. Theoretical & conceptual framework of research: The questionnaires, literature review and 77 play observations capture the essence and appeal of sensory-rich open-ended play with a Treasure Basket. Paradigm, methodology & methods: If we can distil this (to remind us what it's like to experience awe and wonder) and watch, listen and talk to children more (to understand what they are doing and discovering) we too may be better able to live a 'life of inquiry'. Ethical considerations: Positive relations will be crucial for learning from children's play without influencing and destroying it. Main finding or discussion: The research affirmed the importance of sensory-rich resources. By sensitively watching and observing children playing and enjoying sensory experiences too, maybe we can re-learn to see the world with child-like eyes.

Implications, practice or policy: As children need space, time and freedom to explore and play perhaps we too need time to reflect (upon memories), observe (children's fascination for play) and learn from the experts in seeing the play potential in the simplest things. Keywords: data gathering, mathematics, methodological approaches, science/natural world

Growing Potential – How can we harness the great outdoors to create a „life of enquiry‟ for practitioners and children in the Early Years. MARION BRESLIN, The London Early Years Foundation, Greater London Research aims & questions: The motivation and rationale for this action research is based on my observations of the importance of the outdoor curriculum and the enormous potential it has to facilitate active learning in both practitioners and children. How can we bring the learning from the Forest School initiative to inner city nurseries. Relationship to previous studies by others and self: I carried out small scale research for Foundation Degree studies and articles for various nursery publications. Theoretical & conceptual framework of research: Understand and embrace the idea of Forest Schools, bringing this to reality in inner city nurseries big or small. Following the interests of the children, child centred approaches to learning. Paradigm, methodology & methods: Qualitative; Nursery as a case study, levels of engagement in learning as a result of sustained quality outdoor curriculum, semi-structured interviews with parents, children and practitioners. Ethical considerations: The action research project was explained to the participants, the purpose of study and the potential for development of extended best practice as a result of the research. Participants were assured of anonymity with pseudonyms used when necessary. Main finding or discussion: The work of Helen Bilton was used as a reference of best practice and the work of the Forest Schools programme was analysed for small scale use in the outdoors of the nursery setting. Implications, practice or policy: Due to the growing issues with child obesity and safety in the outdoors the focus on good quality enhanced outdoor play is vital for the benefit of families accessing early years settings. Involving and educating parents, giving children the potential to Keywords: data gathering, multiple narratives, practice based inquiry, multi-professional collaboration

How does your Garden Grow? Addressing Children's learning Needs in the Outdoor Environment JAN DUBIEL, Early Excellence Training and Resource Centre, North West England Research aims & questions: What resources best meet the needs of children in the Outdoors? What motivates practitioners to want to work in the outdoors in all weathers with young children? Relationship to previous studies by others and self: Pilot study conducted with a single setting to observe the kind of resources children best interacted with in the outdoors and the attitudes of staff to working in the outdoors. Theoretical & conceptual framework of research: In the belief that children, particularly boys, often learn best in the outdoor environment the aim was to show that this would be so with the appropriate resources and knowledgeable adult input. Paradigm, methodology & methods: At the request of approximately fifteen local authorities a training package was put together to support practitioners in working in the outdoors along with supplies of resources to be introduced gradually and in conjunction with the appropriate training. Ethical considerations: The appropriatness of keeping young children in an environment in which physical activitiy is confined (indoors) as opposed to allowing young children to learn though movement and all their senses(outdoors) which is the healthy way in which all young mammals learn. Main finding or discussion: That allowing young children to play i.e. address the curriculum in the outdoors, improves outcomes for children in all observable areas and that once practitioners understand the nature and benefits of outdoor learning they become supportive and committed. Implications, practice or policy: The need to ensure that all those involved in the early years sector understand the benefits of appropriate and healthy learning in the outdoors and that practitioners, planners funders and policy makers understand the real needs of young children and how to address them. Keywords: physical development, real world, creativity, technology & ICT

SYMPOSIUM II/B WIDENING RECRUITMENT IN THE EARLY YEARSâ&#x20AC;&#x; WORKFORCE CHAIR: DENISE HEVEY, UNIVERSITY OF NORTHAMPTON

3 men in a nursery DAVID STEVENS, London Early Years Foundation, Greater London Research aims & questions: My presentation tells the story of leading a male-dominated team in a nursery. My first thoughts were that would soon change, I mean 3 men in a nursery? To me that was unheard of. There is a lot of reserach and statistics about how few men there are in childcare but nothing on individual cases like mine. Relationship to previous studies by others and self: Daycare trust; Surrey County Council; Fatherhood Institute; Ipsos-mori. Theoretical & conceptual framework of research: Men in childcare nationwide and international statistics ; Individual case studies Paradigm, methodology & methods: Qualitative; our nursery is a case study in point. I collated exit questionnaires from parents and children as well semi structured interviews with the staff team. My own personal experience. Ethical considerations: Gaining permission from my staff that are included in the presentation. Research question made available to participants in the presentation. Main finding or discussion: What the impact can be on the sector? A gender difference should not be a focus but a way in of bringining in a balance of men to the childcare workforce. As a team, we have a particular focus/way of delivering the curriculum and it gave us more confidence.

Implications, practice or policy: Benefits of a male workforce; Teaming up male apprentices/assistants with established teams with male carers; Specific men only access courses; Cluster groups of nurseries which have male practitioners to share and promote good practice. Keywords: birth to three, real world, children‟s perspectives, communication language & literacy, learning environment

Attracting graduates into early years work: experience of the EY Student Associate Scheme DENISE HEVEY, JEANNE BARCZEWSKA AND HAYLEY HUNTER, University of Northampton, East Midlands Research aims & questions: To evaluate the effectiveness of the EY Student Associate Scheme in terms of (a) attracting prospective graduates from non-rlevant degree programmes, particularly men and BME representatives; (b) progression to further training or work in the EY sector. Relationship to previous studies by others and self: Part of a series of studies into aspects of the implementation of Early Years Professional Status at the University of Northampton reports of which have been presented by Hevey and others at EECERA conferences in 2008, 2009 and 2010. Theoretical & conceptual framework of research: Conceptually this evaluation of a pilot programme might be termed „utilization-focused‟ (Patton 1978) in that it was designed to produce evidence to inform policy-making. Paradigm, methodology & methods: The research was in the interpretive paradigm being a small scale study of 40 students using largely qualitative methods (questionnaires and focus groups) but with some quantifiable components (rating scales) in the questionnaires. Ethical considerations: Participation in the project was voluntary but students were paid while on placement. In line with BERA guidelines, all participants were made aware of the right to withdraw at any stage. materials were kept secure and individual responses to questionnaires were anonymised. Main finding or discussion: Counter-stereotypical marketing was successful in attracting a higher percentage of men and BME students however, differential drop out occurred at different stages from initial enquiry, to screening interview and final placement. Although participant evaluations of both training and placement experience were overwhelmingly positive, few intended to pursue a career in ECEC and only 2 progressed immediately to EYPS full-time training, both of them women.

Implications, practice or policy: That „taster‟ programmes are not worth funding unless and until fundamental issues of graduate level pay and career progression in early years are addressed. Keywords: action research, applications, ethics, focus groups, birth to three

SYMPOSIUM II/C DEVELOPING PEDAGOGY CHAIR: JANE MURRAY, UNIVERSITY OF NORTHAMPTON

„From the heart out‟: developing a personal pedagogy PAULETTE LUFF & ELIZABETH APPLETON, Anglia Ruskin University, South East England Research aims & questions: This paper argues that the articulation of a personal philosophy of pedagogy is a form of knowledge generation for early childhood education. It focuses upon the work of students taking an MA in Early Years Professional Practice. Relationship to previous studies by others and self: Dewey‟s „My Pedagogic Creed‟ was a powerful statement of educational belief. Likewise, Montessori, McMillan and Isaacs expressed ideas and aspirations for young children‟s care and education. In current times, Whitehead and his colleagues advocate a living theory approach in which educators explore and explain influences upon their practice. Likewise, for early childhood educators, Goodfellow stresses the significance of „wise practice‟ and Papatheodorou recommends, for children and communities, a pedagogy that is „ensternised‟ (embraced heart and soul) by practitioners. Theoretical & conceptual framework of research: This work is underpinned by Deweyan notions of experiential inquiry, particularly the significance of linking personal experience with extant knowledge in order to reach thoughtful judgements and identify pedagogical possibilities. Paradigm, methodology & methods: Reporting from the perspectives of both tutor and student/s, a process of participatory appropriation is described; through which professionals engage with traditions and contemporary research and, after reflection and analysis, explain their own view of early childhood education. Ethical considerations: The work recognises the knowledge developed by early years professionals and appreciates the significance of their work in the lives of children and families. Main finding or discussion: Descriptions of how the task was undertaken emphasise the importance of dialogues with: history; international approaches; contemporary research; and one another, for understanding the value of our daily work.

Implications, practice or policy: The paper concludes by arguing the importance of the task and the benefits of exploring, embracing, and stating a personal philosophy of pedagogy. Keywords: data gathering, life of inquiry,applications, children‟s perspectives, technology & ICT

Trans disciplinarily in early years: a case for “doxastic" pedagogy? IOANNA PALAIOLOGOU, University of Hull, Yorkshire and the Humber Research aims & questions: This paper aims to explore the role of pedagogy as an “episteme” of collaborative intention and creation of learning communities in early years from trans disciplinary lenses. Relationship to previous studies by others and self: This paper will explore what counts as knowledge in early years and it will try to overcome the debates and conflicts of theory and practice in order to explore the ontology of trans disciplinarity and its implication in early years pedagogy. In view of the piloting experimental work it is proposed a shift from "dogmatic" pedagogy into "doxastic pedagogy" that embodies beliefs underpinned by the episteme of pedagogy. It will conclude that in early years we should not be concerned with the development of theory and practice but the development of an episteme which is early years pedagogy. Theoretical & conceptual framework of research: Transidicplinarity Paradigm, methodology & methods: Pedagogy, qualitative methodology, observations, case study, interviews and focus groups. Ethical considerations: Ethical procudures of the university have been followed and permision of the early years settings, parents and children have been obtained. Main finding or discussion: Teamwork and family participation in decision-making was effective and a synergistic relationship was developed between the families and the team; Focus on team‟s and families‟ strengths; choices to achieve common decision-making (requirement of ECM and EYFS); Unconditional access to resources, and family participation in the process and part of the community ecology gave all parties the impression that they were moving together in a new way of thinking; The team and families felt their self-esteem was raised; Focus on functions rather than outcomes and outputs. It is interesting that towards the end of the intervention the setting underwent an inspection and actually the result was outstanding, despite the fact that throughout the process the Early Years team had been brave enough to ignore the EYFS.

Implications, practice or policy: How early years settings can develop their own pedagogy which is based on a common, shared undertanding. Keywords: life on inquiry, ethics, focus groups, outcomes, technology & ICT

WORKSHOP II/D MANAGING RESEARCH PROJECTS EFFECTIVELY Tony Bertram & Chris Pascal Professor Tony Bertram and Professor Chris Pascal are Directors of the Centre for Research in Early Childhood in Birmingham, England and have successfully led and managed a wide range of large and small scale research projects in early childhood in England and internationally.

WEDNESDAY 23rd FEBRUARY, 2011 SYMPOSIUM SET III: 16:00 – 17:30 SYMPOSIUM III/A PARTNERSHIP WORKING IN EARLY CHILDHOOD SETTINGS CHAIR: NICOLA SMITH, UNIVERSITY OF WOLVERHAMPTON/CREC

Practitioners and parents; living in a “third space”? Perceptions of minority ethnic parental involvement in their children's Nursery education NICOLA SMITH, University of Wolverhampton/CREC, West Midlands Research aims & questions: This research aims to achieve a deeper understanding of the factors impacting on 'British Asian' parent-practitioner interactions in order to improve practice. 'Dominant discourses' relating to parental involvement and issues of power and voice are examined. Relationship to previous studies by others and self: The research builds on previous studies of parental involvement in the early years and of working with minority ethnic parents (e.g. Brooker, 2002, ; Crozier, 2006, 2007, 2009; Gregory, 1997, 2002, 2005; Reay, 1998, 2007; Vincent, 2000, 2001; Whalley et al, 2001; Wheeler and Connor, 2009). Theoretical & conceptual framework of research: Identity, culture and power relationships are examined, with particular reference to the work of Bourdieu (1977, 1984, 1990, 1992) . Freire's (1977) understanding of “praxis” and dialogue is considered in relation to the ways in which practitioners work with parents. Bhabha's (1994) notion of "third space" is examined in relation to developing more effective relationships between parents and practitioners. Paradigm, methodology & methods: The research was conducted from a social constructivist perspective. Case studies were developed in two Nursery classes. Data was analysed using elements of a 'grounded theory' approach as well as the conceptual framework. Ethical considerations: Responsibility to the participants, the research profession and to the public are considered (see BERA, 2005). Particular consideration is given to the issues concerning a white researcher working with 'British Asian' participants. Main finding or discussion: Whilst practitioner participants are well-intentioned in their work with parents, existing structures and power relationships make the construction of meaningful partnerships extremely difficult. The research suggests that practitioners need to move away.

Implications, practice or policy: The research considers what a third space might look like in terms of parents and teachers working together. Keywords: Assessment, multiple narratives, learning environment, children‟s perspectives, learning environment, curriculum

Multi-Agency Working in the Early Years: Challenges and Opportunities MICHAEL GASPER, Starfish Enterprise, West Midlands Research aims & questions: The aim of this paper is to promote the importance and value of multi-agency collaboration. The paper seeks to examine the challenges and opportunities of multi-agency working which have developed over the last decade in England and Wales, how these might affect future practice and to encourage all Early Years professionals to actively engage in promoting and celebrating best practice achieved through collaboration.This paper considers fundamental aspects: The necessity of multi-agency working; The complexity of multi-agency working; The future of multiagency working. Relationship to previous studies by others and self: The paper is grounded in research and examples provided from Health (Freeth et al (2005)), Social work (Weinstein et al (2003)), Early Years Education and Care (Siraj- Blatchford et al (2008)), Anning et al (2006) and Maynard and Thomas (2008). First hand evidence is also provided from a survey of Children‟s Centre leaders in England in Spring 2008 (unpublished paper EECERA 2009). Theoretical & conceptual framework of research: The story of Children‟s Centres themselves reveals how principles became political policy put into practice initially through three core government initiatives and developing into a single coherent programme which reached its target of providing 3000 Children‟s Centres in England by 2010. The paper will also explore the complexity and challenge of the political as well as practical issues engaged with in their development at a time of change. It will explore the continuing complexity of multi-agency working in terms of personal, professional and organisational dimensions and finally will set out key issues to be addressed at a time of financial and political uncertainty. Paradigm, methodology & methods: Underpinned by examples from the practice of Children‟s Centres, this paper will use reflective discussion supported by theory and practice to set out a case for the essential elements required for successful multi-agency working in providing high quality care and education for children, families and communities. Ethical considerations: The research underpinning the paper took full account of the BERA ethical code of research.

Main finding or discussion: The paper sets a case for the proactive involvement of all Early Years professionals in promoting multiagecny working at a time of national change, reducing resources and overall uncertainty. Implications, practice or policy: The need to actively promote the successes achieved to colleagues, professionals, administrators and politicians at all levels. Keywords: applications, multiple narratives, case study, integrated services, communication language & literacy

Data analysis: an alternative approach towards swimming rather than drowning WENDY MESSENGER, University of Worcester, West Midlands Research aims & questions: The aim of the research was to gather the voices of different types of professionals working in a children's centre with regard to the interaction of professional culture and collaborative working. Relationship to previous studies by others and self: This builds upon the work of Anning (2006), Atkinson and Dowling (2008) and previous work of Messenger (2010). Theoretical & conceptual framework of research: Socio-cultural theory (Bourdieu 1984,, Bhabha 1994)) cultural identity theory,(Hofstede 1991) and organisational theory (Senge 1995) form the basis of the theoretical framework. Paradigm, methodology & methods: It is based firmly within a qualitative paradigm and is phenomenological in nature. Twenty five semistructured interviews were undertaken in order to listen to the voices of different professionals from health, education and family support. Sixteen of these were from a childrens centre that formed a case study, and nine were from other children's centres across one region of England. Following the interviews, a focus group of staff from the children's centre in the case study was also undertaken. Ethical considerations: Appropriate permissions were sought and ethical procedures in line with the BERA (British Educational Research Association) guidlines were followed. Main finding or discussion: This paper will consider some of the complexities of the data analysis and will examine a different approach that helps to ensure systematic rigour and manageability.

Implications, practice or policy: This research helps to illuminate some of the challenges and considers factors that may be significant for the successful integration of different professsional cultures and collaborative working in children's centres. Keywords: data gathering, methods, multiple narratives, integrated services, multi professional collaboration

SYMPOSIUM III/B LANGUAGE & EARLY INTERVENTION CHAIR: HELEN MOYLETT, NATIONAL STRATEGIES

Curiosity Corner Interactive: Improving the School Readiness of Children Living in Poverty BETTE CHAMBERS AND LOUISE TRACEY, University of York, Yorkshire and the Humber Research aims & questions: We are developing and evaluating a technology-enhanced early childhood programme, Curiosity Corner Interactive, to improve the school readiness for children living in poverty. Relationship to previous studies by others and self: Based on the success in embedding multimedia in beginning literacy lessons to improve children‟s reading skills (Chambers et al., 2006), we are creating a nursery programme that uses embedded multimedia delivered via interactive whiteboards to improve children‟s cognitive and social outcomes. Theoretical & conceptual framework of research: The basis for the programme begins with Baddeley‟s theory that visual and auditory memory systems have separate and limited capacities, and that activating both in ways that link the visual and auditory content enhances learning and memory (Baddeley, 2004 Paradigm, methodology & methods: We are employing the ADDIE (i.e., Analysis, Design, Development, Implementation, and Evaluation) instructional design process (Dick, Carey, & Carey, 2009) to develop and evaluate CCI. The final step consists of a full-scale field test. Ethical considerations: We do not foresee any ethical considerations in the project; however, approval for the study will be sought by the Ethical Review Committee for the Social Sciences at the University of York.

Main finding or discussion: In this interactive presentation, we will share the theory behind our approach, present some early examples of the programme, and describe the ADDIE iterative development process we are using to create and evaluate the programme. Implications, practice or policy: We will engage participants in a discussion of features and content that could be included in the programme and the implications for this approach to early childhood practice and policy. Keywords: pedagogy, knowledge, research paradigms, parentsâ&#x20AC;&#x;s perspectives, technology & ICT

Participating in Every Child A Talker - lessons learned HELEN MOYLETT, National Strategies, West Midlands Research aims & questions: To review quantitative and qualitative data regarding participation and knowledge generation from the Every Child A Talker (ECAT) programme in England from 2008 to the present. To explore the implications for future early language and communication provision within the context of the EYFS review, the National Year of Communication and current early years policy. Relationship to previous studies by others and self: This study builds on impact papers and action research case studies presented at the EECERA 2009 and 2010 conferences. Theoretical & conceptual framework of research: The research context is national policy and the research is funded by the policy makers. Within that context the overarching research framework is qualitative and ethnographic involving the co construction of knowledge between practitioners, children and parents. There is also a quantitative data gathering element. Paradigm, methodology & methods: Within the ethnographic paradigm mixed methods are used and evidence triangulated. Ethical considerations: The behaviour of all those involved is governed by the requirements of the EYFS and national safeguarding regulations. All publications are subject to DfE permissions and copyright requirements. Main finding or discussion: Local authorities are funded for one full time Early Language Consultant who supports an Early Language Lead Practitioner (ELLP) in 20 settings. These ELLPs work with others in their own setting on small action research projects. They then move on to action research with linked settings. All settings involved are also involved in tracking children's progress using a national monitoring tool.

Qualitative and quantitative data show that parents, practitioners and children have become more effective communicators as a result of ECAT. Implications, practice or policy: LAs are seeking to make ECAT sustainable. The EYFS review as well as government focus on early intervention provides an opportunity to embed the lessons learned. Keywords: action research, life of inquiry, applications, research paradigms

Listening to practitioners: an independent evaluation of I Can‟s Early Talk programme. JUDY WHITMARSH, University of Wolverhampton, West Midlands Research aims & questions: I Can‟s Early Talk (ET) programme aims to support and develop practitioners‟ knowledge of SLC and promote child SLC outcomes. This qualitative evaluation, commissioned by the Department for Education, explores the pedagogical benefits of ET, its relationship with other SLC interventions, and the perceptions of parents/carers and local authorities Relationship to previous studies by others and self: Child speech, language and communication (SLC) skills are of concern to early years‟ practitioners, professionals and policy-makers. Bercow (DCSF, 2008) stated that 50% of some socio-economically disadvantaged populations have less developed SLC skills than their peers on entry to mainstream education. Theoretical & conceptual framework of research: The evaluation drew on the work of Guskey (2000) and Kirkpatrick (1994) to explore the implementation of ET, its impact and sustainability. Paradigm, methodology & methods: Focusing on 3-4 year olds, the research drew on interviews, observations, focus groups, videos, environmental ratings, and parent surveys from 14 English children‟s centres and 3 local authorities. Ethical considerations: The research was approved by the university‟s ethics committee. Main finding or discussion: ET offers useful baseline skills to extend good SLC practice; ET mentoring could be developed further; ET appears to support earlier identification of SLC needs.

Implications, practice or policy: Funding restraints may affect commissioning of ET; The development of professional learning communities supports change processes; Commissioners of SLC programmes need to consider how to harness support to strategically align them. Keywords: data gathering, pedagogy, impacts, communication, language & literacy multiprofessional collaboration

SYMPOSIUM III/C TROUBLING EARLY YEARS RESEARCH CHAIR: TIM WALLER, UNIVERSITY OF WOLVERHAMPTON

Neuroscience and the early years: Making the connection work MINE CONKBAYIR, The London Early Years Foundation, Greater London Research aims & questions: The inspiration and rationale for this study stemmed from the identification of a lack of current evidence-based research (namely neuroscience) in early years‟ training programmes and the overreliance on the traditional theories as the dominant discourse which do not stand the test of time. Relationship to previous studies by others and self: Having carried out the relevant secondary research (on the Masters Degree), I then conducted a small-scale study. Saracho and Spodek (2007) conducted a critical analysis of 40 studies on early childhood education teachers‟ training and the quality of their educational programmes, exploring its impact on the quality of their provision. Bowman, Donovan and Burns (2000) who as a result of their research study, concluded the professional development of EYPs is a critical component in promoting young children‟s development. The EPPE Project: Findings from the Pre-school Period. HowardJones, P (2009) Educators‟ Views of the Role of Neuroscience in Education. New York: Simon and Schuster. Young Brains (2003) Research Report. Theoretical & conceptual framework of research: An analysis of neuroscientific findings combined with discussion concerning quality in the early years‟ and the need to fully understand and embrace the research findings and put these into practice. Paradigm, methodology & methods: Qualitative; Methods adopted included one vignette and semi-structured interviews; Included one sample that consisted of 10 experienced early years‟ practitioners, studying on an Early Years Foundation Degree. Participation was self-selected. A pilot study was then carried out; The interviews were analysed by collating emerging themes which were categorised into three broad groups, these being „causes for concern‟, „potential reversibility of hindered development‟ and „strategies to improve the child‟s outcomes‟.

Ethical considerations: The participants were fully briefed prior to taking part, with the rationale for the study being provided face to face and again stated in the letter of permission. Interview dates were then negotiated and secured via e-mail and telephone. All participants were informed that their anonymity would be protected throughout the study by using pseudonyms as opposed to their first names. The research question was explained to the participants, as was the nature and the purpose of this study, so that they understood that they would receive a summary of the findings in due course and how this would further contribute to their knowledge of child development. The potential benefits of the results of this study were also discussed, in terms of informing their work with children. Main finding or discussion: The ideas of Bowlby, Piaget and Bruner were frequently referred to by all practitioners. The most salient feature of the study was 51 references to emotional well-being. Implications, practice or policy: The need for early yearsâ&#x20AC;&#x; training programmes to include teaching on brain growth and how the adult and the environment impact on this. It was also highlighted that practitioners need to understand the factors affecting early brain development and how to apply this in their practice. Keywords: applications, mathematics, focus groups, play, practice based inquiry

Research Methodology and the Early Years Practitioner CARLA SOLVASON, University of Worcester, West Midlands Research aims & questions: This paper is presented as a personal, critical response to the traditionally conventional approach to research encountered in Higher Education programmes. It questions the relevance of existing institutional frameworks to EY practitioner investigations. Relationship to previous studies by others and self: This is quite a novel (and perhaps controversial) area and I only know of Martin Hammersley discussing it recently. I have a chapter on this topic in publication. Theoretical & conceptual framework of research: My aim is to question what â&#x20AC;&#x17E;researchâ&#x20AC;&#x; means to the EY student and to make it accessible by challenging the excess of academic terminology, relating it to the intuitive aspects of daily life. I present a personal position resulting from reflection on established theory, professional experience and personal values. Paradigm, methodology & methods: This research is largely literature based though influenced by the views of the BA EY students that I worked with on a research module. Though it could not be termed ethnographical it does present some of the views of those 'jumping through the hoops' of practitioner/ academic research.

Ethical considerations: Permission was gained by the students in order to present their views. Main finding or discussion: Students spend so much time worrying about the new and obscure language to be learned in conjunction with carrying out a research project that the meaning behind their investigation is lost. Our focus should be on purpose and ethicality as opposed to methodological positioning. Implications, practice or policy: Those with the responsibility for training EY practitioners should increase their focus on fitness for purpose and cease to worry about conforming to inappropriate traditions of academia which may exclude our most able practitioners. Keywords: life of inquiry, physical development, focus groups, multiple narratives

WORKSHOP III/D USING THE ACE SCALES TO EVIDENCE IMPACT Tony Bertram & Chris Pascal Tony Bertram and Chris Pascal demonstrate an observation scale designed by the research team at CREC to assess the development young children in short DVD cameo clips. The new OfSTED Inspection Framework for early years requires that settings provide evidence of the impact of their services on outcomes for children. This will involve the collection and analysis of both quantitative and qualitative data to provide a robust evidence base of children‟s developmental journey over time. Such evidence is essential for completion of the SEF and for improving planning for learning. This workshop aims to:

 to discuss the legal framework surrounding the new outcomes duty and principled

approaches to assessment;  to consider ways of systematically, rigorously and ethically gathering evidence on

children‟s development and well-being;  to explore a methodology (the AcE Scale) for providing rigorous evidence of

outcomes for children and a process for narrowing the gap in outcomes for all children.

THURSDAY 24th FEBRUARY, 2011 SYMPOSIUM SET IV: 11:00 â&#x20AC;&#x201C; 12:30 SYMPOSIUM IV/A IMPROVING QUALITY IN EARLY CHILDHOOD CHAIR: JUDY WHITMARSH, UNIVERSITY OF WOLVERHAMPTON

Capturing Quality using the Early Childhood and Infant Toddler Environment Rating Scales (ECERS and ITERS): Practitioner Experiences of Self-Evaluation SANDRA MATHERS, DENISE KINGSTON, A+ Education Ltd, South East England Research aims & questions: This paper explores initial perceptions of practitioners using ECERS/ITERS for self-evaluation, following previous experience of the scales as part of a Local Authority audit. Relationship to previous studies by others and self: ECERS/ITERS are used worldwide for research and for developing practice (Sylva et al, 2004; Peisner-Feinberg et al, 1999; Mathers et al, 2007a/b; Kingston, 2008). Theoretical & conceptual framework of research: Their rationale is that there are common aspects of developmentally appropriate practice (Bredekamp, 1987) essential for childrenâ&#x20AC;&#x;s development. Research shows ECERS/ITERS to be reliable and valid (Sylva et al, 2004) but also considers them critically as part of the broader debate on whether it is possible to agree an explicit, transferable model of quality (Dahlberg/Moss, 1995; SirajBlatchford/Wong, 2006). Paradigm, methodology & methods: This descriptive, exploratory paper builds on the experiences of LAs and practitioners working with A+ Education. It provides insights from a target practitioner group applying knowledge gained during training to use ECERS /ITERS for self-evaluation and plan for quality improvement. Ethical considerations: The main ethical considerations arise because this is a study embedded in practice, which has developed through LA training. Main finding or discussion: The paper considers the usefulness of ECERS/ITERS as tools for leading quality improvement and for practice-based enquiry. Issues include the knowledge/understanding needed to engage critically with ECERS and challenge previous perceptions, the extent to which ECERS successfully captures UK pedagogical practices, and whether a research tool can be reliably transferred to the setting context.

Implications, practice or policy: It provides practical ideas for practitioners and will contribute to: Tthe quality improvement literature; Future ECERS developments; Understanding of methodology and the impact of self-assessment vs external audit. Keywords: action research, focus groups, children‟s perspectives, creativity

Quality Improvement and change in the early years: Childminding MICHAEL REED, University of Worcester, West Midlands Research aims & questions: Produced with Sue Owen from the National Children‟s Bureau. (Book chapter Publication 2011) It explores research and literature surrounding childminding which forms a significant part of early years provision in the UK. It argues there is no simple illustration of what quality childminding looks like, but we can learn from and the research evidence surrounding childminding and start to understand how quality is perceived by childminders and the families who use their services. It exposes differences between perceptions of 'measuring quality' in the nations of the UK. Relationship to previous studies by others and self: Work by Owen, Work by Reed in production. Theoretical & conceptual framework of research: A close examination of literature surrounding „childminding quality. Uses the initial; findings from the NCMA/NCB survey of Childminding in the 21st Century. Paradigm, methodology & methods: As above - via critical review of the literature and by use of published survey findings. The 'voices' of active practitioners who are themselves childminders was also used. Ethical considerations: Permissions all sought and granted, use of published public domain documents. Main finding or discussion: Tensions about childminders having to meet „outside‟ requirements exemplified by regulation and curriculum design whilst responding to the needs of parents in the community using their own „insider‟ knowledge. We suggest „quality childminding‟ is more than demonstrating a professional adherence to the curriculum or regulations, though recognise quality improves with engagement in training, collaboration with others and reflection.

Implications, practice or policy: Exposes differences in perceptions of childminding quality in the four nations of the UK. This goes to the heart of whether regulation enhances quality and may well prompt discussion, research and debate. Keywords: Life of inquiry, applications, birth to three, multi-professional collaboration, learning environment

SYMPOSIUM IV/B CAPTURING MULTIPLE PERSPECTIVES ON PEDAGOGY CHAIR: JANE MURRAY, UNIVERSITY OF NORTHAMPTON

Using Video Data to Increase our Knowledge and Understanding of the Role of the Practitioner in Early Years Settings. JENNIFER COLWELL, University of Brighton, South East England Research aims & questions: This paper will consider both the findings of research which considered the role of the practitioner in the development of preschool children‟s group work skills and the use of video data as a research tool. Relationship to previous studies by others and self: Research has demonstrated the benefits of group work (e.g. Galton, Blatchford & Kutnick 2005) but it has not provided an understanding of the role of practitioner modelling in this process (e.g. Gillies, 2008). Theoretical & conceptual framework of research: This discussion is framed by my PhD research which considered the use of group work in an early years setting. Paradigm, methodology & methods: A social constructivist approach frames the analysis of 25 hours of video data collected during an 18 month case study. Ethical considerations: Ethical tensions considered include: gaining consent from children, parents/carers and practitioners; assessing whether the benefits of video as a research tool warrant its use given the potential for opposition and/or suspicion and, what can be done ensure the data is collected, used and stored appropriately minimising risk to participants. Main finding or discussion: That the language practitioners use both with children and their peers has a crucial role to play in the development group work skills and that children copy langauge „modelled‟ by practitioners.

Implications, practice or policy: Implications for practice include consideration of the language used by practitioners both with their peers and with children. I will suggest that video data is a valuable research tool and has a place in developing our understanding of practice. Keywords: applications, ethics,focus groups,multiple naratives, multi-professional collaboration

Young Children‟s Explorations: Young children‟s research? JANE MURRAY, The University of Northampton, East Midlands Research aims & questions: Do young children aged 4-8 years in three early childhood education and care (ECEC) settings explore? If so, what are their explorations and what affects them? Do young children‟s explorations count as epistemology? Relationship to previous studies by others and self: This investigation into young children‟s naturalistic explorations as research behaviour builds on Clark and Moss (2001), Fielding (2001), Kellett (2005), (Murray, 2009; 2010). Theoretical & conceptual framework of research: „Exploration‟ as a research behaviour (Whyte, 1949; Silverman, 2006), is considered alongside contexts for young children‟s explorations (Gopnik, Mektzoff and Kuhl, 1999 ; Bowlby, 1988; Rutter, 2002; Siraj-Blatchford et al., 2002; Hutt, Tyler, Hutt and Christopherson, 1989 ). Young children‟s explorations are interrogated in the context of the child as whole, capable (Canella, 2002) and research active (Christensen and James, 2008). Paradigm, methodology & methods: Drawing on emancipatory discourses (Denzin, 2005), this small-scale qualitative study engages in ethnographic case studies located within constructivist grounded theory (Charmaz, 2006). Ethical considerations: Ethical developments in emancipatory research with young children are addressed (BERA, 2004; Alderson and Morrow, 2004). Main finding or discussion: Professional researchers identified exploration as research behaviour. Although 7-8-year-old children in a teacher-directed setting sometimes ignored the teacher to pursue their own agenda, they explored less than 4-5-year-old children in „open framework‟ settings experiencing varied resources, time, space, freedom, stimulation and affirmation.

Implications, practice or policy: Children at four years in „open framework‟ settings engaged in exploration as a research behaviour. However, 7-8-year-old children in a more didactic learning environment explored less than 4-5-yearolds. Despite the teacher‟s agenda, 7-8-year-old children were often observed „off-task‟, pursuing their own explorations, frequently covertly. Keywords: methodological approaches, practice based inquiry, multi-professional collaboration, real world, children‟s perspectives

SYMPOSIUM IV/C CO-CONSTRUCTING RESEARCH METHODS IN EARLY CHILDHOOD CHAIR: KATE HAYWARD PEN GREEN RESEARCH, DEVELOPMENT & TRAINING BASE

Local Polyvocal Ethnography; parents and practitioners co-researching and coproducing local services EDDIE MCKINNON, Pen Green Research, Development and Training Base, East Midlands Research aims & questions: How can parents and practitioners co-construct research methodologies which authentically support a „bottom-up‟ model of assessing community needs and co-producing genuinely accessible public services, particularly for those families who are perceived as „disengaged/disillusioned‟. Relationship to previous studies by others and self: Co-constructed research underpins Pen Green‟s work with families (Whalley et al, 1997 & 2007) and parents and practitioners (McKinnon et al, 2008; McKinnon and Whalley, 2008; Hayward, 2008). Our approach has been heavily influenced by that of Holman‟s notion of „research from the underside‟ (1983 & 1987). Theoretical & conceptual framework of research: Research drew on a history of parental and practitioner- researcher collaboration, along with more recent ideas regarding the co-production of local services (Boyle and Harris, 2009; Craig, Horne and Mongon, 2009). Paradigm, methodology & methods: Dyads of parents/practitioners from Corby‟s children‟s centres interviewed parents who seemed „disengaged/disillusioned‟ with public services. Interviewers, interviewees and practitioner-researchers co-analysed the data, developing a form of „localised polyvocal ethnography‟. Ethical considerations: Research was underpinned by the Pen Green Code of Ethics (Whalley et al 2007) and the ethical codes of the British Educational Research Association (2004) and the British Psychological Association (2006).

Main finding or discussion: Findings confirm that co-constructed research and analysis can provide accurate and timely information on which to base innovative and „radically efficient‟ public services at a time when commissioners and providers are being exhorted to do „more with less‟. Implications, practice or policy: Government policy advocates a localised approach to identifying and providing community-based public services (Cameron, 2010). It is critically important that people are authentically engaged in coresearching the needs of their communities and in co-producing public services which meet those identified needs. Keywords: physical development, multi-professional collaboartaion, outcomes, learning environment, curriculum

Research Methods for Exploring Children's Leadership MARGY WHALLEY, KATE HAYWARD, Pen Green Research, Development and Training Base, East Midlands Research aims & questions: As Researchers, what methods can we use to study leadership in children? How do adults react when children assert themselves? How can we help adults to be more aware of the pedagogical consequences of their responses? Relationship to previous studies by others and self: We draw on the evidence of children‟s leadership presented by Tamati et al 2008; Laevers‟ work on Well-Being; Carr‟s work on Learning Dispositions; Pen Green‟s work on learning through Companionship (Trevarthen 2002, Norton 2008) and leadership professional development (Pen Green/NCSL 2004). Theoretical & conceptual framework of research: Drawing on the work of Athey and Vygotsky, this study is informed by a socio-constructivist theory of children‟s learning. Through engaging with Dweck‟s self theories on mastery orientation we explore how children are enabled and disenabled to develop autonomy in leadership actions particularly when they assert themselves through transgressive behaviour. Paradigm, methodology & methods: Multiple methods are used to explore children expressing their leadership, e.g. video narratives, multiple perspectives, case studies, polyvocal ethnography and learning stories. Ethical considerations: An ethical agreement based on Pen Green Code of Ethics (Whalley et al 2007) was used. Permissions to video were sought from children on a daily basis.

Main finding or discussion: Describing EC educators as „animateurs‟ this study challenges practitioners to reflect on their own emotional and pedagogical responses to children expressing their leaderful behaviour. Children are seen as researching the reactions to their actions. The invoking of rules by adults and children is explored and questioned. Implications, practice or policy: How do we develop a pedagogy which supports children to become leaderful in their own actions and their collaborative play? Keywords: life of inquiry, ethics, impacts, multuple narratives, communication language & literacy

WORKSHOP IV/D JAZZ BABIES – DEVELOPING YOUNG CHILDREN‟S & FAMILIES MUSICALITY Cynthia Knight& Trish Power „Jazz Babies‟ builds on the action research project „Musical Moonbeams‟. Our key questions have been: how can the musical voices of young children and parents be expressed, listened to, understood and sustained? What is the impact of family musicality on social cohesion in an integrated centre? Trevarthen C and Malloch S (2009), “Communicative Musicality”.

THURSDAY 24th FEBRUARY, 2011 SYMPOSIUM SET V: 13:30 – 15:00 SYMPOSIUM V/A DEVELOPING THINKING CHAIR: KATE HAYWARD PEN GREEN RESEARCH, DEVELOPMENT & TRAINING BASE

Sustained Shared Thinking: a reflection PENNY LAWRENCE, BRIDGET EGAN, University of Winchester, South East England Research aims & questions: In this paper we present a reflective dialogue between two practitioners and a researcher. The context is reflection on an event in which one practitioner participated, and was recorded by the other, responding to a child‟s spontaneous use of dance as a mode of expression and communication. The emphasis on dialogic practice that the use of the sustained shared thinking terminology has brought about has led to research foci heavily dominated by consideration of discourses between adults and children mediated by oral language, and emphasising the questioning skills and styles of adults. Yet much of young children‟s communication is embodied and enactive in nature, rather than verbal. Gesture, body language and modes of expression other than the verbal also require recognition, attention and support. If children are to develop expression through the possible range of modes implied by Malaguzzi‟s „100 Languages of Children‟, then practitioners may need to broaden the modes of communication which they use for engaging in sustained shared thinking with children. Relationship to previous studies by others and self: Egan,B (2009) Learning conversations and listening pedagogy: the relationship in student teachers' developing professional identities European Early Childhood Education Research Journal, Volume 17, Issue 1 March 2009 , pages 43 - 56 Theoretical & conceptual framework of research: Sustained Shared Thinking - Iram Siraj-Blatchford; 100 Languages of Children - Loris Malaguzzi; Corporeity Maurice Merleau-Ponty Paradigm, methodology & methods: Qualitative; Constructivist; Case-Study. Ethical considerations: Child, parents and practitioner consented to and participated in the video recording being analysed Main finding or discussion: Recognising Sustained Shared Thinking in practice.

Implications, practice or policy: Practice: staff awareness of children's modes of communication. Keywords: life of inquiry,practice based inquiry, real world,childrenâ&#x20AC;&#x;s perespectives, research paradigms

Developing designerly thinking - a real context for learning CLARE BENSON, Birmingham City University, West Midlands Research aims & questions: The project focused on developing designerly thinking both for children and practitioners in the Foundation Stage. Is this understood? Is this an area for development? Relationship to previous studies by others and self: There has been little research into this specific area. The catalyst for the research project was an unpublished research report for Qualification and Curriculum Authority (Benson 2001),supported by the findings of other researchers (Tassoni and Hucker, Bruner, Parker Rees,Siraj Blatchford, Baynes). 49 Early Years settings in the West Midlands were involved. Theoretical & conceptual framework of research: The project was set up as action research. The original research had identified a development area. A programme was developed and shared with 400 practitioners in 20 LAs around the country. Findings were analysed and next steps identified. Paradigm, methodology & methods: Data was gathered using a pre and post questionnaire, children's work and responses to activities. A framework was used for analysis. Ethical considerations: All those involved in the project were given a clear overview of the project and anonymity was assured. Main finding or discussion: Although part of the curriculum, practitioners lacked confidence to provide appropriate activities linked to this under developed area. The CPD element of the project provided sufficient support for majority to trial activities and value the outcomes.Evidence indicated that it providedexcellent opportunities for usinghigher order questions for both practitioners and children. The depth of thinking was increased. Evidence indicated that over 95% of practitioners felt that children responded more readily and used correct technical vocabularywhen investigating the products. It motivates - for some children the first time in their setting.

Implications, practice or policy: Key is CPD in this area to help clarify the nature of designerly thinking and offer ideas for development activities. Keywords: action research, multi-professional collaboration, creativity, technology & ICT

SYMPOSIUM V/B CHILDRENâ&#x20AC;&#x;S CREATIVITY CHAIR: CYNTHIA KNIGHT, ST THOMAS CHILDRENâ&#x20AC;&#x;S CENTRE

Art Practice as Research: shifting paradigms in documentation practices CHRISTINA MACRAE, Manchester Metropolitan University, North West England Research aims & questions: What role might arts based research practice have in an Early Years setting? Relationship to previous studies by others and self: This paper reflects on an artist residency undertaken by the presenter in 2009-2010 funded by the Arts and Humanities Research Council. Theoretical & conceptual framework of research: I will reflect on the residency by examining relationships between art practice and pedagogy. I will pick up on the tensions highlighted by artists in sites of learning that were interviewed by Emily Pringle (2002, 2009) in order to think through possibilities and tensions in arts-based inquiry in the context of a site of learning. Paradigm, methodology & methods: I will contrast art as inquiry as opposed to early years practitioner documentation. My understanding of visual art as inquiry is informed by what Irwin and Sprinngay call A/r/tography (2008) where constructing new and knowledge through both intellectual and imaginative work is the aim, rather than adhering to observation procedures to secure evidence as is all too often the norm when observing children. Ethical considerations: Negotiating ethical relationships with participants is central to my reflective practice, both during the residency as well as informing future practice. Main finding or discussion: My main aim is to open a discussion about the role arts-based inquiry could play in informing ways that practitioners observe children, particularly in the context of the current movement towards documentation as opposed observation schedules.

Implications, practice or policy: Through a dialogue about contrasting practices between artists and early years practitioners, I suggest there is a potential role for artist productions (sketchbooks, works of art, reflections) as a way to develop and reflect on documentary practice in early years settings. Keywords: action research life of inquiry,multiple narratives, children‟s perspectives

“This is our house! Our music house!” – musical play in dens. ALISON HARMER, CREC, West Midlands Research aims & questions: Offering the same musical instruments both inside and outside the den, how does the den affect musical play and what qualities of the den facilitate this? How does the den provide an opportunity for sustained shared thinking and sustained shared playing and when the adult introduces - or the child initiates - musical play, how does the den affect the nature of the musical play within it? Relationship to previous studies by others and self: Child-initiated collaborative musical play (Young 2004). Improvised singing (Young 2006) and musicking innaturalistic settings (Gluschankof 2005), (Pillsbury Foundation studies 1978). Also Effective Provision of Pre-School Education, (Sylva et al, DfES, 2004) Theoretical & conceptual framework of research: Constructivist, observational, qualitative, observational. Paradigm, methodology & methods: In this new study (due early 2011) I, as musical practitioner / participant-observer in a familiar setting, will explore and report qualitatively on the influence of a private, child-made space on musical play using evidence from videoed material, observation notes of my own and of the setting‟s practitioners, and coding of musical events inside and outside the den. Ethical considerations: Video recording private play within an enclosed space. Main finding or discussion: Offering the same musical instruments both inside and outside the den, how does the den affect musical play and what qualities of the den facilitate this? Implications, practice or policy: The effect of facilitating enclosed spaces "owned" by children on shared sustained (musical) play. Keywords: life of inquiry, applications, methodological approaches, multiple narratives, creativity

SYMPOSIUM V/C PROFESSIONAL DEVELOPMENT: MENTORING & LEADERSHIP CHAIR: MIKE GASPER, STARFISH ENTERPRISE

Whose Knowledge? Co-constructing a Mentoring Programme for Early Childhood Professionals. MANDY ANDREWS, University of Worcester, West Midlands Research aims & questions: Developing New Knowledge Through Co-construction – an action research project to develop a mentoring programme for early childhood professionals. Relationship to previous studies by others and self: Current literature recognises that mentoring promotes self-efficacy, reflection, personal leadership development and a transposing of theory into practice (Morgan, 2003; Clutterbuck, 2004; Robins, 2006; Rose Ragins, 2010). There is scope for further development of knowledge and understanding relating to mentoring and coaching for early childhood practitioners. This paper draws on a 2 year action research study. Theoretical & conceptual framework of research: Much mentoring and coaching literature is based on a behaviourist philosophy which assumes an applied technical response with planned action to reach predicted personal goals. This behaviourism was challenged through this research project which explored participants mentoring experiences and approaches to inform a new framework for practice. Paradigm, methodology & methods: A post-modern constructivist stance was adopted which acknowledges multiple truths according to relationship and context. The research pursues qualitative, action research drawing on participant understanding through focus groups and team activity. Perceptions of professional development and mentoring were sought from students, supervisors and employers through a range of methods including semi-structured interviews and recorded focus group activity. Ethical considerations: Ethical considerations were addressed through the normal University of Worcester procedures. Main finding or discussion: Mentoring is experienced, not applied. It relies on a range of individual constructs operating successfully in a dialogic relationship in context and it‟s complexity should be recognised. Implications, practice or policy: A forum for dialogue and discussion facilitated a deeper understanding of relevant issues for participants. This new knowledge enabled a mentoring framework and culture to emerge. Keywords: applications, impacts, multiple narratives, children‟s perspectives

A documentary analysis of the use of leadership theory in changing practice in early years settings GERALDINE DAVIS, Anglia Ruskin University, East of England Research aims & questions: What leadership theories do Early Years Professionals find useful for changing practice? Relationship to previous studies by others and self: The lack of research into leadership in Early Years was identified clearly by Muijs et al (2004). Amongst others, work by Aubrey (2007), Whalley (2007), Moyles (2006) and Gasper (2010) and the literature review by Dunlop (2008) has begun to redress this balance. The author is currently undertaking an assessment of the impact that Early Years Professionals have had on outcomes for children. This research will widen the theoretical base from which theories of leadership in early years can be identified. Theoretical & conceptual framework of research: The lack of current relevance of leadership theory to Early Years Professionals required an exploratory approach to the research of this topic. A qualitative study exploring individual practitioners‟ theory/practice perspectives was undertaken. Paradigm, methodology & methods: A documentary analysis of essays produced by Early Years Professionals studying for a Masters degree was undertaken. Ethical considerations: The documents were anonymised, and individuals‟ confidentiality has been maintained. All participants agreed to the use of the documents for research. Main finding or discussion: Although none of the available theories of leadership was useful in its entirety in the Early Years settings considered, elements of some theories were useful. Philosophical considerations of leadership in Early Years settings emerged as the importance of: reflecting on one‟s own practice; valuing people; and shared, co-operative leadership. Implications, practice or policy: Early Years Professionals are able to extract elements of leadership theories in developing their practice. The findings from this study usefully contribute to the development of a theory of leadership for the Early Years sector. Keywords: applications, ethics, focus groups, multiple narratives, communication language & literacy

WORKSHOP V/D WRITING FOR JOUNAL PUBLICATION Graham Hobbs

Graham Hobbs is Editorial Director of Routledge/Taylor and Francis and has a long career working in educational publishing. Routledge has the leading educational journal list and is committed to the development of the highest standards of scholarship in educational publishing. Graham gives practical tips and advice on how and where to get your research published.

POSTER PRESENTATIONS: What makes a "good" story? Who decides? FI MCGARRY, University of Dundee, North East England Research aims & questions: To determine the elements which make "good" story for use in the early years' classroom by comparing pupil and teacher definitions. Relationship to previous studies by others and self: This is part of a doctoral study on the uses of story in the primary classroom. Theoretical & conceptual framework of research: The study is based on supporting narrative modes of cognition through analogous use of story. Paradigm, methodology & methods: This study takes a constructivist, mixed-method approach, using survey, interviews and observational methods. Ethical considerations: Confidentiality of all respondents.; Consent of all respondents (including the pupils) and permissions for pupils who took part; Sensitivity to the comfort and responses of pupil interviewees; Sensitivity to issues of power imbalances between interviewer and interviewees. Main finding or discussion: Pupils and teachers have similar definitions of what makes a good story. Young pupils of 5 and 6 show a metacognitive awareness of the attributes required to make a story enagaging and are able to be explicit about both this and the attributes needed to present a story well They offer their own perspectives which extend and enhance those offered by teachers. Implications, practice or policy: the need for balance in approaches to teaching and learning between narrative and paradigmatic modes of cognition; the need to reaffirm the place of story in the curriculum; the need to consult with pupils in recognition of their expertise as learners Keywords: life of inquiry, physical development, authenticity, real world, technology & ICT

Agents for change in early years care and education: the role of the graduate leader MARGARET PARSONS, University of Sunderland, North East England Research aims & questions: Aims: to identify Early Years Professionals' (EYPs) perceptions of themselves as graduate leaders of practice and to determine whether EYPs' practice as graduate leaders results in the introduction of innovative practice in early years care and education, through their role as agents for change. Relationship to previous studies by others and self: The research will build on CWDC/NFER research on the early impact of EYPS, published in 2010. Theoretical & conceptual framework of research: The theoretical framework underpinning the project is the notion of transformational leadership (Bass & Avolio, 1994). This identifies the leader not as a solo figure but as someone who, through inspiring, stimulating, coaching and supporting colleagues to live their ideals, has the capacity to bring about change in individuals and groups. Paradigm, methodology & methods: The research is qualitative in nature, using questionnaires to gather data from EYPs who have completed the status with the University of Sunderland about their perceptions of leadership and the nature of change in their settings. Focus groups of the most recent candidates to achieve the status will be used to track and monitor the on-going development of practice. Ethical considerations: All particpants will be adult practitioners; research will be carried out within the ethical guidelines of the institution. Main finding or discussion: The poster presentation will report on interim findings which suggest that there is little consistency in the way EYPs lead practice or in their perception of what constitutes change. Implications, practice or policy: The project will contribute to the national debate about the role of the EYP as an agent for change . Keywords: applications, authenticity, birth to three, childrenâ&#x20AC;&#x;s perspectives, communicationa language & literacy

How does your Garden Grow? Addressing Children's learning Needs in the Outdoor Environment. JAN DUBIEL, Early Excellence Training and Resource Centre, North West England Research aims & questions: What resources best meet the needs of children in the Outdoors? What motivates practitioners to want to work in the outdoors in all weathers with young children? Relationship to previous studies by others and self: Pilot study conducted with a single setting to observe the kind of resources children best interacted with in the outdoors and the attitudes of staff to working in the outdoors. Theoretical & conceptual framework of research: In the belief that children, particularly boys, often learn best in the outdoor environment the aim was to show that this would be so with the appropriate resources and knowledgeable adult input. Paradigm, methodology & methods: At the request of approximately fifteen local authorities a training package was put together to support practitioners in working in the outdoors along with supplies of resources to be introduced gradually and in conjunction with the appropriate training. Qualitative and quantitavie evidence to be sought. Ethical considerations: The appropriatness of keeping young children in an environment in which physical activitiy is confined (indoors) as opposed to allowing young children to learn though movement ansd all thier senses(outdoors) which is the healthy way in which all young mammals learn. Main finding or discussion: That allowing young children to play i.e. address the curriculum in the outdoors, improves outcomes for children in all observable areas and that once practitioners understand the nature and benefits of outdoor learning they become supportive and committed. Implications, practice or policy: The need to ensure that all those involved in the early years sector understand the benefits of appropriate and healthy learning in the outdoors and that practitioners, planners funders and policy makers understand the real needs of young children and how to address them. Keywords: physical development, real world, creativity, technology & ICT

INDEX OF PRESENTERS:

Andrews, Mandy 61

Knight, Cynthia 56, 59

Appleton, Elizabeth 38

Lawrence, Penny 57

Barczewska, Jeanne 37

Luff, Paulette 38

Benson, Clare 58

Lumsden, Eunice 29

Bertram, Tony 6, 40, 49

Mathers, Sandra 50

Bleach, Josephine 31

McGarry, Fiona 64

Breslin, Marion 34

Mckinnon, Eddie 30, 54

Chambers, Bette 44

MacRae, Christina 59

Colwell, Jennifer 52

Messenger, Wendy 43

Conkbayir, Mine 47

Moylett, Helen 33, 44, 45

Davis, Geraldine 62

Murray, Jane 38, 52, 53

Dubiel, Jan 35, 66

Palaiologou, Ioanna 26, 39

Egan, Bridget 57

Parsons, Margaret 65

Forster, Arlene 27

Pascal, Chris 6, 10, 40, 49

Gammage, Philip 32

Power, Trish 56

Gascoyne, Sue 33

Reed, Michael 51

Gasper, Michael 42, 61

Royle, Karl 28

Hadfield, Mark 28

Shaw, Linda 30

Harmer, Alison 60

Smith,Nicola 41

Hayward, Kate 54, 55, 57

Solvason, Carla 48

Hevey, Denise 36, 37

Stevens, David 36

Hobbs, Graham 63

Tracey, Louise 44

Hunter, Hayley 37

Waller, Tim 28, 47

Jensen, Jean 26

Whitmarsh, Judy 46, 50

Joplin, Michael 28 Kingston, Denise 50

The Accounting Early for Life Long Learning (AcE) programme The AcE programme has been designed specifically to support the planning and assessment of young children’s development in two key areas of learning. It has drawn on collaborative research with practitioners, parents and children to produce an innovative and participatory process. AcE celebrates the ‘unique child’ and enhances ‘positive relationships’, develops ‘enabling environments’ and ensures children’s ‘learning and development’ and so strengthens practice in all four themes of the Early Years Foundation Stage Framework. For more information visit www.crec.co.uk or call us on 0121 464 0020

Early Childhood Education Research Key journals and books from Routledge

Early Child Development and Care www.tandf.co.uk/journals/ecdc

Early Years: An International Journal of Research and Development Official Journal of TACTYC: Association for the Professional Development of Early Years Educators www.tandf.co.uk/journals/earlyyears

Education 3-13: An International Journal of Primary, Elementary and Early Years Education Official Journal of the Association for the Study of Primary Education (ASPE) www.tandf.co.uk/journals/ed3-13

European Early Childhood Education Research Journal (EECERJ) Official journal of the European Early Childhood Education Research Association (EECERA) INCLUDED IN THE SOCIAL SCIENCES CITATION INDEX® www.tandf.co.uk/journals/eecerj

International Journal of Early Years Education www.tandf.co.uk/journals/ijeye

You can view selected articles from all these journals free online by downloading our Early Years Research virtual issue at www.tandf.co.uk/journals/access/earlyyears.pdf

Introducing Bruner A Guide for Practitioners and Students in Early Years Education By Sandra Smidt April 2011: 160pp Pb: 978-0-415-57421-1: £17.99

Early Childhood Matters Evidence from the Effective Pre-School and Primary Education Project Edited by Kathy Sylva, Edward Melhuish, Pam Sammons, Iram SirajBlatchford and Brenda Taggart January 2010: 280pp Pb: 978-0-415-48243-1: £25.99

Rethinking Play and Pedagogy in Early Childhood Education Concepts, Contexts and Cultures Edited by Sue Rogers November 2010: 184pp Pb: 978-0-415-48076-5: £24.99

To find out more about these titles, or other Early Childhood Education titles published by Routledge, please visit: www.routledge.com/education 69