‘The influences of dominant discourses and power relations within the early years' setting on the child's identity’
'Understanding Integrated Early Childhood Development Models in The Gambia'
'Home Literacy Practices of Four Families: Case Study of 4-5 year old pre-school children in Plateau State, Nigeria’
‘Family engagement in Early Childhood’
‘Reconceptualising Professional Learning and Development Through a Froebelian Lens: Early Childhood Educators' Perspectives on Professional Identities in the UK and Italy’
'Undergraduate Early Childhood Students Perspectives on Equitable Higher Education Experiences'
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'
‘Hearing infant voices within patterns of infant-practitioner interactions in nursery provision’
'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'
'Peer Mentoring: pupil participation or pupil manipulation? An exploration of how children perceive their involvement in peer mentoring'
Recent PhD Completions
'Enacting ‘creativity’ in a neoliberal policy context: a case study of English primary school teachers’ experiences'
‘Children, resources and learning – an exploration of practitioners’ pedagogy’
‘An exploratory case study of the English language learning experiences of children and teachers in a preschool in Riyadh City Saudi Arabia’
‘Equality Policies, their implementation and their effects on disabled preschool children in Saudi Arabia’
‘A case study on teacher educators’ understanding towards teaching for social justice in a Colombian pre-service early childhood education programme’
‘The relationship between responsibility for children's choice of activity and evidence of self-regulation and Metacognition’
‘Nursery Schools or Nursery Classes? An analysis of national and local policy in England 1918-1972’
‘Comparing child rearing in England and Spain and impact on early years setting’
‘An investigation into the perspectives of teachers and children negotiating the transition between the Foundation Stage and Key Stage 1’
‘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’