RESEARCH

Please see below for current PhD and research projects

 

Mapping emerging musicality: a longitudinal study of musical development in the early years using the sound of intent framework - PhD

Angela Voyajolu

University of Roehampton

 

   
Reconceptualising professional development in early childhood education  - PhD 

Valeria Scacchi

University of Roehampton

   
The effect of war and displacement on the play of young Iraqi and Syrian refugees - PhD

Sandra El Gemayel

University College London,

Institute of Education

   
Spatially Democratic Pedagogy: A pedagogical intervention to support children's design and co-creation of classroom space. A new trajectory for Froebel's Kindergarten Spaces? - PhD

Jennifer Clement

Canterbury Christ Church University UK

   
4P's project 

Maria Kambouri

University of Reading

   
Close thoughtful attention

Peter Elfer

University of Roehampton

   
Froebelian pedagogy

Susana Castro

University of Roehampton

   
Froebelian principles in practice

Kate Hoskins

University of Roehampton

   
Life stories: developing a Froebelian approach to documenting children's experiences in the early years

Dr Lynn McNair

Cowgate Under 5's Centre

   
Migrant and BME children's transitions

Autumn Roesch-Marsh

University of Edinburgh

   
Observation and digital documentation

Rosie Flewitt

University College London,

Institute of Education

   
On country learning 

Libby Lee-Hammond 

Murdoch University, Western Australia

   
Pedagogies of care for infants and toddlers

Sacha Powell

Canterbury Christ Church University

   
Playful writing

Kate Smith

Canterbury Christ Church University

UK

   
Progressive pedagogies

Kristen Nawrotzki

International collaboration of

scholars (Germany, US, New Zealand)

   
Singing medicine

Carolyn Blackburn

Birmingham City University UK 

   
The experiences of children with autism, and their families, in their transitions from nursery to primary school 

Sarah Parsons

University of Southampton 

   
Understanding practitioners' curriculum decision-making to support complexity in children's play

Liz Chesworth

University of Sheffield

   
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