• Bilingualism and multilingualism in early childhood education (Mexico).

      Mendoza-Zuany, Rosa Guadalupe; Delgado-Fuentes, Marco Antonio; University of Derby; Universidad Veracruzana (Bloomsbury Publishing Plc, 2019)
    • Cognitive development

      Johnston, Jane; Oates, Ruby; University of Derby (Routledge, 2018-02-16)
    • Developing creativity in early childhood studies students

      Yates, Ellen; Twigg, Emma (Elsevier, 2017-03)
      The study aimed to identify first year BA (Hons) Early Childhood Studies students' perceptions of and confidence in, their own creativity, in an East Midlands university in the United Kingdom and to inform the teaching of a first year Play and Creativity module at the same institution. The Play and Creativity Module makes use of the democratic definition of creativity (NACCCE, 1999) and Jeffrey and Woods (2003) concept of teaching for creativity by encouraging students to engage in practical activities to develop skills and confidence in their own capabilities. Though there is plenty of research which explores these ideas within the field of early childhood there is less research which focuses on best practice in Higher Education. The study identified a clear improvement in students confidence in their own creativity and their confidence to implement the activities experienced in the module sessions within their own practice. Students developed a deeper understanding of the concept of little creativity (Craft, 2002) and the democratic definition of creativity (NACCCE, 1999) and recognised the importance of providing a wide range of opportunities and resources for children to develop creativity. The practical activities within the module also supported students professional skills such as team working, listening to others and the importance of collaboration and reflection on practice. In addition, the practical and procedural elements of practice how to do with children was identified as being an area which was illuminated by completing the module and contributed to professional practice.
    • Developing creativity in early childhood studies students.

      Yates, Ellen; Twigg, Emma; University of Derby (2016)
      The study aimed to identify Early Childhood Studies students’ perceptions of, and confidence in, their own creativity, in an East Midlands university in England; and the influence of practical, creative activities on their practice with children. The study was qualitative in nature, framed within the interpretative paradigm and based on a first year Play and Creativity module which includes practical creative activity and the development of skills to enhance confidence. The key role of the practitioner in supporting children’s creativity has been highlighted (Craft 2002, Wright 2010) alongside the need for skills and confidence in practitioners. (Aubrey and Dahl 2013, Chien and Hui 2010) A study group of 25 was opportunity sampled from the full cohort of 90. Students completed questionnaires at the beginning and end of the module, alongside self- reflection sheets after five practical activities. Results were coded and analysed thematically. The study complied with the institution’s ethical procedures and participation was voluntary. Students were free to withdraw at any point. The results indicated improvement in students’ confidence in their own creativity and their ability to apply the skills developed within their practice. Students developed a wider understanding of the nature of creativity, including the importance of the environment, resources and opportunities for children to explore . The module supported students’ professional skills, including, team working, listening skills, collaboration and the importance of reflection on practice. The study concluded that practical activities within the module should continue to form part of the Early Childhood Studies Degree programme.
    • Early childhood studies: Principles and practice, 2nd ed.

      Johnston, Jane; Nahmad-Williams, Lindy; Wood, Val; Oates, Ruby; Bishop Grosseteste University; Sheffield Hallam University; University of Derby (Routledge, 2018-02-12)
      This fully updated new edition offers a comprehensive, accessible, yet rigorous introduction to the study of Early Childhood that will will add value to any Early Childhood Studies course at both foundation and degree level. Addressing both care and education in the Early Years, the book considers a range of multi-disciplinary aspects of Early Childhood; including health, social, educational, psychological and sociological perspectives.
    • Language development

      Nahmad-Williams, Lindy; Fenton, Carol; University of Derby; Sheffield Hallam University (Routledge, 2018-02-16)
    • Leadership and management of early years settings.

      Johnston, Chris; Johnston, Jane; House, Angela; Fenton, Carol; University of Plymouth; Bishop Grosseteste University; University of Derby (Routledge, 2018-02-16)
    • Making a little difference for early childhood studies students

      Oates, Ruby; Sanders, Andrew; Hey, Christine; White, Jon; Wood, Val; Yates, Ellen; University of Derby (Routledge, 2009)
    • Working together.

      Johnston, Jane; Szenasi, Judith; University of Derby (Routledge, 2018-02-16)