Please see below for current PhD and research projects

An exploration of the influence of young children on adults within natural environments - PhD 

Tansy Watts

Canterbury Christ Church University UK 

Bringing children’s voices to the fore of education for sustainability in the early years - PhD Luke Addison
University of Edinburgh
Comparisons of infant communication patterns used in different day nursery environments - PhD

Caroline Guard

University of Roehampton 

Looking beneath the surface of what it might mean to say goodbye at two years old - PhD

Veronica Read

University of Roehampton

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

Role model, Authoritarian and Humourist: Male Primary School Teachers’ identity construction. A symbolic interactionist and discourse analysis approach- PhD

Louie Werth

University of Cambridge

The effect of maternal postnatal depression on infants' verbal and nonverbal communication skills: A video-based analysis - PhD

Vasiliki Eirinaki

University of Roehampton


Translational Research in Early Childhood Education 

A Systematic Review and Framework for Researchers

Dr Sinéad Harmey, Dr Bernardita Munoz Chereau, Prof. Gemma Moss
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

Undergraduate Students Perspectives on Equitable Higher Education Experiences - PhD Andrea Yankah
University of Roehampton
A life ‘in and with nature?’ An exploration of outdoor provision in baby rooms.

Dr Nicola Kemp and Dr Jo Josephidou

Canterbury Christ Church University

Childhood, Curriculum and Values- A Comparison Between Specific School Ethoi in Ireland and England 

Jones Irwin

Dublin City University

Experiencing lockdown and the return to nursery: young children’s stories  Froebel Trust and Centre for Research in Early Childhood (CREC) 
Froebelian Endeavours, New Education and the 'Researched' Child from the 1900s to the 1960s 

Larry Prochner

University of Alberta

Froebel meets Ofsted: what makes an 'outstanding' nursery? 

Susana Castro

University of Roehampton

Froebelian pedagogy

Susana Castro

University of Roehampton

Froebelian Play and Aboriginal Knowledges

Libby Lee-Hammond & Elizabeth Jackson-Barrett

Murdoch University, Western Australia

Froebelian principles in practice

Kate Hoskins

University of Roehampton

Froebelian Principles in the 21st Century: Play environments and play opportunities for young children experiencing stress

Mathias Urban

Dublin City & Maynooth University

Listening-2: Investigating sensory-motor learning in two-year olds

Professor Maggie MacLure

Manchester Metropolitan University

Pedagogies of care for infants and toddlers

Sacha Powell

Canterbury Christ Church University

Singing medicine

Carolyn Blackburn

Birmingham City University UK 

Slow knowledge and the unhurried child: time for slow pedagogies in early childhood education 

Alison Clark

University of South-eastern Norway (USN)

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

Sarah Parsons

University of Southampton 

The play-café project: What would Froebelian play cafés look like?  Kristina Konstantoni 
Moray House School of Education and Sport 
Understanding practitioners' curriculum decision-making to support complexity in children's play

Liz Chesworth

University of Sheffield

Print Print | Sitemap
Registered Office: Clarence Lodge, Clarence Lane, London, SW15 5JW Registered Charity No. 1145128 Company Limited by Guarantee Registered in London No. 7862112 © The Froebel Trust