PhD Research

 

Michelle Cottle

'Enacting ‘creativity’ in a neoliberal policy context: a case study of English primary school teachers’ experiences'

Lynda Smyth

‘The influences of dominant discourses and power relations within the early years' setting on the child's identity’

Ndeban Joof-Ndong

'Understanding Integrated Early Childhood Development Models in The Gambia'

Nanban Yuwama Ojo

'Home Literacy Practices of Four Families: Case Study of 4-5 year old pre-school children in Plateau State, Nigeria’

Tahani Alghatami

‘Family engagement in Early Childhood’

Valeria Scacchi

‘Reconceptualising professional development in Early Childhood Education and Care’

Veronica Anne Read

'Looking beneath the surface of what it might mean to say goodbye at two-years-old, lived experiences of children, parents and practitioners on the threshold of nursery, concerning the nature of saying farewell, with specific reference to the two-year-old early education entitlement'

Caroline Guard

‘Hearing infant voices within patterns of infant-practitioner interactions in nursery provision’

Inibehe Eyo Ekanem

'Language of instruction and acquisition of literacy skills in English as a second language by children aged 4-5 years in Akwa Ibom State, Nigeria'

Samantha Reddy

'Peer Mentoring: pupil participation or pupil manipulation? An exploration of how children perceive their involvement in peer mentoring' 

Recent PhD Completions

Lucy Parker

‘Children, resources and learning – an exploration of practitioners’ pedagogy’

Safana Aseri

‘An exploratory case study of the English language learning experiences of children and teachers in a preschool in Riyadh City Saudi Arabia’

Thoraya Kadasha

‘Equality Policies, their implementation and their effects on disabled preschool children in Saudi Arabia’

Clara Rubiano

‘A case study on teacher educators’ understanding towards teaching for social justice in a Colombian pre-service early childhood education programme’

Sue Robson

‘The relationship between responsibility for children's choice of activity and evidence of self-regulation and Metacognition’

Amy Palmer

‘Nursery Schools or Nursery Classes? An analysis of national and local policy in England 1918-1972’

Chris Gomez

‘Comparing child rearing in England and Spain and impact on early years setting’

Sally Howe

‘An investigation into the perspectives of teachers and children negotiating the transition between the Foundation Stage and Key Stage 1’

Jane Read

‘The Froebel movement in Britain 1900-1939’

Ngozi Teresa Aligbe

‘Equal access and high quality learning in early childhood education: A case study of urban and rural early years settings in Imo State, Nigeria’