People and Places

Boyd, D. (2019). Utilising place-based learning through local contexts to develop agents of change, in Early Childhood Education for Sustainability, Education 3-13, 47:8, 983-997, DOI: 10.1080/03004279.2018.1551413

Hales, A. (2015). Learning in the early years through local people and places: Developing historical concepts in the early years foundation stage. Primary History, 70. pp. 6-8.

Kanyal, M., Mangione, D. and Luff, P. (2024) ‘The role of grandparents in early education and care in the 21st century: a thematic literature review of the UK research landscape’, Norland Educare Research Journal, 2(1), article number 5. Available at: https://doi.org/10.60512/repository.norland.ac.uk.00000042

Louis, S., & Betteridge, H. (2024). Let’s Talk About Race in the Early Years (1st ed.). Routledge.

Luff, P. (2018) Early childhood education for sustainability: origins and inspirations in the work of John Dewey, Education 3-13, 46:4, 447-455, DOI: 10.1080/03004279.2018.1445484..

The World

Boyd, D. (2020). EYFS Activities – Education for Sustainability: Food for thought. Nursery World, December 2020.

Boyd, D., Hirst, N. and Siraj-Blatchford, J. (Eds). (2017). Understanding Sustainability in Early Childhood Education: Case Studies and Approaches from Across the UK. London: Routledge.

Burgess, E. and Ernst, J. (2020) Beyond Traditional School Readiness: How Nature Preschools Help Prepare Children for Academic Success. The International Journal of Early Childhood Environmental Education, 7(2), p. 17.

Faber Taylor, A. and Butts-Wilmsmeyera, C. (2020) Self-regulation gains in kindergarten related to frequency of green schoolyard use. Journal of Environmental Psychology, Volume 70, August 2020, 101440.

French, L. (2004) Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly 19(1):138-149
DOI:10.1016/j.ecresq.2004.01.004

Hedges, H. (2022). Children’s interests, inquiries and identities: Curriculum, pedagogy, learning and outcomes in the early years. Abingdon, Oxon: Routledge.

Kemp, N. and Josephidou, J. (ongoing) A life ‘in and with nature?’ An exploration of outdoor provision in baby rooms. A Froebel Trust funded project.

Kuo, M., Barnes, M. and Jordan, C. (2019) Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship. Frontiers in Psychology. 2019; 10: 305.

Marshall, P.J., & Brenneman, K. (2016) Young Children’s Developing Understanding of the Biological World, Early Education and Development, 27:8, 1103-1108, DOI: 10.1080/10409289.2016.1220772

Technology

Arnott, L. (2016) An Ecological Exploration of Young Children’s Digital Play: Framing Children’s Social Experiences with Technologies in Early Childhood, Early Years, 36(3), pp. 271-288.

Edwards, S., Henderson, M., Gronn, D., Scott, A., & Mirkhil, M. (2017). Digital disconnect or digital difference? A socio-ecological perspective on young children’s technology use in the home and the early childhood centre. Technology, Pedagogy and Education, 26(1), 1–17. doi:10.1080/1475939X.2016.1152291

Fleer, M. (2017) Digital Pedagogy: How Teachers Support Digital Play in the Early Years, In Arnott, L. (Ed) Digital Technologies and Learning in the Early Years, London: SAGE Publications.

Ludgate, S. (2019) Pedagogical approaches surrounding the touchscreen: The child and practitioner perspective, Global Studies of Childhood, 9(4): 318-334. DOI https://doi.org/10.1177%2F2043610619871302.

Marsh, J., Kontovourki, S., Tafa, E. and Salomaa, S. (2017) Developing Digital Literacy in Early Years Settings: Professional Development Needs for Practitioners. A White Paper for COST Action IS1410 [online], Available at http://digilitey.eu/wp-content/uploads/2017/01/WG2-LR-jan-2017.pdf [Accessed March 2017].