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.
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
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.
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
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.
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.
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.
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
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. (2013) Digital Play in the Early Years: A Contextual Response to the Problem of Integrating Technologies and Play-Based Pedagogies in the Early Childhood Curriculum, European Early Childhood Education Research Journal, 21(2), pp. 199-212.
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].