• The curriculum: Anyone can teach a dog to whistle

      Shelton, Fiona; University of Derby (Routledge, 2015)
    • 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.
    • Leadership in early childhood: Leader's views on their role

      Simmons, Helen; Yates, Ellen (Aberystwyth University, 2014)
      Changes in the sector in relation to the structure of early childhood education and care, and legislation have made leadership a multifaceted and demanding role. Currently there is little training available and limited research (Siraj Blatchford and Manni (2006) and Rodd (1997)). This paper explores leaders views of their role within a range of Early Childhood settings. Research was gathered from Early Childhood Studies students in their final year on the BA (Hons) ECS programme. The research examines how these early years practitioners perceive the practice of leadership and identifies some of the daily realities of leadership. The research explores leaders views on their role including perceived barriers to effective leadership and causes of conflict within teams. Many of the participants find themselves in positions of leadership early in their careers, where their role focuses on managing adults and administrative tasks rather than working with children. Participants expressed frustration in the career path for leaders in early childhood often being based on excellent practice. They also expressed concern over having received little or no training for the leadership roles they find themselves in, which deal with finance, administration and staff issues rather than working with children.
    • The role of the teacher today

      Hayes, Dennis; Marshall, Toby; University of Derby (SCETT, 2016-03-31)
      This is a collection of essays based on themes discussed at conferences and seminars between 2009 and 2012 organised the Standing Committee for the Education and Training of Teachers (SCETT), a charity (Number 296425) established by the education trade unions in 1981. Visit www.scett.org.uk for more information. A limited number of hard copies of the book are available from Professor Dennis Hayes at the University of Derby for £4.30 which includes postage and packing (email d.hayes@derby.ac.uk) or find the book on Amazon.