Journal Article 1: Ashiabi, S.G. and O'Neal, K. K. (2015). Child Social Development in Context: An Examination of Some Propositions in Bronfenbrenner's Bioecological Theory. SAGE Open, 5 (2):1–14.

Journal Article 2: Hammersley, M. (2017). Childhood Studies: A sustainable paradigm? Childhood, 24 (1): 113–127.

Journal Article 3: Horsley, K. and Penn, H. (2014). Remembering childhood: Do our memories and experiences influence our understanding of early childhood and our practice with young children? Management in Education, 28 (4): 175–179.

Journal Article 1: Nelson, H. J., Kendall, G. E. and Shields, L. (2013). Neurological and Biological Foundations of Children’s Social and Emotional Development. The Journal of School Nursing, 30 (4): 240–250.

Journal Article 2: Glaser, D. (2014). The Effects of Child Maltreatment on the Developing Brain. Medico-Legal Journal, 82 (3): 97–111.

Journal Article 3: Meyer, D., Wood, S. and Stanley, B. (2013). Nurture Is Nature: Integrating Brain Development, Systems Theory, and Attachment Theory. The Family Journal, 21 (2):162–169.

Journal Article 4: Macvarish, J. Lee, E. and Lowe P. (2015). Neuroscience and Family Policy: What Becomes of the Parent? Critical Social Policy, 35 (2): 248–269.

Journal Article 5: Varma, S., McCandliss, B. and Schwartz, D. (2008). Scientific and Pragmatic Challenges for Bridging Education and Neuroscience. Educational Researcher, 37 (3): 140–52.

Journal Article 1: Sutcliffe, R. (2004) Philosophy for children: a gift from the gods? Gifted Education International, 19 (1): 5–12

Journal Article 2: Bayley, R. (2002) Thinking skills in early years. Gifted Education International, 16 (3): 248–260

Journal Article 3: Simister, J. (2004) To think or not to think: a preliminary investigation into the effects of teaching thinking. Improving Schools, 7 (3): 243–254.

Journal Article 1: Flewitt, R, Nind, M and Payler, J. (2009) 'If she's left with books, she'll just eat them': Considering Inclusive Multimodal Practices Journal of Early Childhood Literacy, 9 (2): 211–233

Journal Article 2: Falchi, L, Ysacca, A and Genishi, C. (2014) “Miguel es un artista” and Luisa is an excellent student: Seeking time and space for children's multimodal practices. Journal of Early Childhood Literacy, 14 (3): 345–366.

Journal Article 3: Haggerty, M. (2011) Accessing Pedagogical Territories that can't be put into words: Using video to build understandings of children's multimodal meaning-making. Contemporary Issues in Early Childhood, 12 (4): 385–398.

Journal Article 1: Ang, L. (2014). Preschool or Prep School? Rethinking the Role of Early Years Education. Contemporary Issues in Early Childhood, 15 (2): 185–199.

Journal Article 2: Jindal-Snape, D,. Davies, D,. Collier, C,. Howe, A,. Digby,. R,. and Hay, P. (2013). The impact of creative learning environments on learners: A systematics literature review. Improving schools, 16 (1): 21–31.

Journal Article 3: Roberts-Holmes, G,. and Bradbury, A. (2016). The datafication of early years education and its impact upon pedagogy. Improving schools, 19 (2): 119–128

Journal Article 4: Toland, J,. and Carrigan, D. (2011). Educational psychology and resilience: New concept, new opportunities. School Psychology International, 32 (1): 95–106.

Journal Article 1: Bain, J., James, D. and Harrison, M. (2015). Supporting communication development in the early years: A practitioner’s perspective.  Child Language, Teaching and Therapy, 31(3): 325–336.

Journal Article 2: Andresen, H. (2007). Role-play and language development in the preschool years.  Culture and Psychology, 11 (4): 387–414.

Journal Article 3: Quentin Dixon, L., Zhao, J., Quiroz, B. and Shin, J. (2012). Home and community factors influencing bilingual children’s ethnic language vocabulary development.   International Journal of Bilingualism, 16 (4): 541–565.

Journal Article 1: Fletcher, A. C. et al (2013). Identifying children’s friendships across diverse contexts: Maternal and child perspectives. Journal of Social and Personal Relationships, 30 (7): 858–880.

Journal Article 2: Vincent, C., Neal, S. and Humera, I. (2016). Children's Friendships in Diverse Primary Schools: Teachers and the Processes of Policy Enactment. Journal of Education Policy, 31 (4): 482–494.

If your institution is subscribed to Taylor & Francis Online, then you will be able to find and read the following articles at these links:

Journal Article 3: Carter, C. and Bath, C. (2016). The Pirate in the Pump: Children's Views of Objects as Imaginary Friends at the Start of School. Education 3-13, 46 (3): 335–344.

Journal Article 4: Carter, C. and Nutbrown, C. (2016). A Pedagogy of Friendship: Young Children’s Friendships and How Schools can Support Them. The International Journal of Early Years Education, 24 (4): 395–314.

Journal Article 1: Averett, P., Hegde, A and Smith, J. (2017). Lesbian and gay parents in early childhood settings: a systematic review of the research literature. Journal of Early Childhood Research, 15 (1): 34–46.

Journal Article 2: Macvarish, J., Lee, E. and Lowe, P. (2015) Neuroscience and family policy: What becomes of the parent? Critical Social Policy. 35 (2): 248–269.

Journal Article 3: Pickering, J. A, and Sanders, M. (2016) Reducing Child Maltreatment by Making Parenting Programs Available to All Parents: A Case Example Using the Triple P-Positive Parenting Program. Trauma, Violence and Abuse, 17 (4): 398–407.

Journal Article 1: Marsh, J. (2010). Young Children's Play in Virtual Online Worlds. Journal of Early Childhood Research, 8 (1): 23–39.

Journal Article 2: Kenneally, N. (2015). 'Be careful!' Using our words as a discursive exploration of early childhood educators regulating children's play. Global Studies of Childhood, 5 (3): 255–265.

Journal Article 3: Little, H. (2017). Promoting risk-taking and physically challenging play in Australian early childhood settings in a changing regulatory environment. Journal of Early Childhood Research, 15 (1): 83–98.

Journal Article 4: Izumi-Taylor, S., Ito, Y., Hui Lin, C. and Lee, Y.Y. (2014). Pre-service Teachers' Views of Children's and Adults' play in Japan, Taiwan and the USA. Research in Comparative and International Education, 9 (2): 213–226.

Journal Article 5: Campbell- Galman, S. (2017). Brave is a dress: Understanding “good” adults and “bad” children through adult horror and children’s play. Childhood, 24 (4): 531–544.

Journal Article 1: Eldén, S. (2012). Inviting the messy: Drawing methods and children’s voices, Childhood, 20 (1): 66–81.

Journal Article 2: Schnoor, O. (2013). Early childhood studies as vocal studies: Examining the social practices of ‘giving voice to children’s voices’ in a crèche, Childhood, 20 (4): 458–471.

If your institution is subscribed to Taylor & Francis Online, then you will be able to find and read the following articles at these links:

Journal Article 3: Mistry, M and Barnes, D. (2013). The use of Makaton for supporting talk, through play, for pupils who have English as an Additional Language (EAL) in the Foundation Stage. Journal of Education, 41 (6): 603– 616.

Journal Article 1: Watkins, F. and Jones, S. (2014). Reducing Adult Obesity in Childhood: Parental Influences on the Food Choices of Children. Health Education Journal, 74 (4): 473–484.

Journal Article 2: Rosario, R., Arajuo, A., Padrao, P., Lopez, O., Moreira, A., Pereira, B. and Moreira, P. (2017). Health Promotion Intervention to Improve Diet Quality in Children: A Randomized Trial. Health Promotion Practice, 18 (2): 253–261.

Journal Article 3: Garnetta, B, R., Becker, K., Vierling, D., Gleason, C., DiCenzod, D. and Mongeon, L. (2016). A mixed-methods evaluation of the Move it Move it! before-school incentive-based physical activity programme. Health Education Journal, 76 (1): 89–101.

Journal Article 4: Watson, M, C, Mulvaney, C., Timblin, C. Stewart, J., Coupland, C, A., Deave, T., Hayes, M. and Kendrick, D. (2016). Missed opportunities to keep children safe? National survey of injury prevention activities of children’s centres. Health Education Journal, 75 (7): 833–842.

Journal Article 1: Moss, P. (2013). Beyond the investment narrative. Contemporary Issues in Early Childhood, 14 (4): 370–372.

Journal Article 2: Campbell-Barr, V. and Nygârd, M. (2014). Losing sight of the child. Human Capital Theory and its Role for Early Childhood Education and Care Policies in Finland and England since the Mid-1990s. Contemporary Issues in Early Childhood, 15 (4).

Journal Article 3: Robertson, M. (2016). The great British housing crisis. Capital and Class, 41 (2): 195–215.

Journal Article 1: Dillon, J., Greenup, D. and Hills, M. (2015). Participation in child protection: A small-scale qualitative study. Qualitative Social Work, 15 (1): 70 – 85.

Journal Article 2: Hanson, K. (2014). Separate Childhood Laws and the Future of Society. Law, Culture and the Humanities, 12 (2): 195 – 205.

Journal Article 3: Ivan, G., Da Roit, B. and Knijn, T. (2014). Children First? Changing Attitudes Toward the Primacy of Children in Five European Countries. Journal of Family Issues, 36 (14): 1982 –2001.

Journal Article 4: Verhallen, T., Hall, C. J. and Slembrouck, S. (2017).  Family support and child protection approaches. Historicising perspectives on contemporary discourses of social work. Qualitative Social Work, 1–16.

Journal Article 1: Guimaraes, S., Howe, S., Brogaard Clausen, S. and Cottle, M. (2016). Assessment of what/for what? Teachers’ and Head Teachers’ views on using wellbeing as a screening for conducting baseline assessment on school entry in English Primary Schools. Contemporary Issues in Early Childhood 17(2): 248–254.

Journal Article 2: Seland, M., Sandseter, E. B. H and Bratterud, Å . (2015). One- to three-year-old children’s experience of subjective wellbeing in day care. Contemporary Issues in Early Childhood, 16 (1): 70–83.

If your institution is subscribed to Taylor & Francis Online, then you will be able to find and read the following articles at these links:

Journal Article 3: Mayr, T. and Ulich, M. (2009). Social-emotional well-being and resilience of children in early childhood settings. Early Years, 29 (1): 45–57.

Journal Article 4: Estola, E., Farquhar, S., and Puroila, A. (2014). Well-Being Narratives and Young Children. Educational Philosophy and Theory, 46 (8): 929–941.

Journal Article 1: Englezou, E. and Fragkouli, E. (2014). Literacy in the early years and English as an additional language: The case of a British international school. Journal of Research in International Education, 13 (1): 46–62.

Journal Article 2: Frumkin, L. (2013). Young children's cognitive achievement: Home learning environment, language and ethnic background. Journal of Early Childhood Research, 11(3): 225–235.

Journal Article 3: Fumoto, H., Hargreaves, D. and Maxwell, S. (2007). Teachers' perceptions of their relationships with children who speak English as an additional language in early childhood settings. Journal of Early Childhood Research, 5 (2): 135–153.

Journal Article 1: Alasuutari, M. (2014).Voicing the child? A case study in Finnish early childhood education. Childhood, 21(2): 242–259.

Journal Article 2: Fram, M, S., Kim, J.L and Sinha S. (2012). Early Care and Prekindergarten Care as Influences on School Readiness. Journal of Family Issues, 33 (4): 478–505.

Journal Article 3: Gottfried, M.A. (2017). ELL School Readiness and Pre-Kindergarten Care. Educational Policy, 31 (1): 39–72.

Journal Article 4: Schaub, M. (2015). Is there a home advantage in school readiness for young children? Trends in parent engagement in cognitive activities with young children, 1991-2001. Journal of Early Childhood Research, 13 (1): 47–63.

Journal Article 1: Michalopoulos, L, Ahn ,H, Shaw, T,V and O'Connor, J (2012). Child Welfare Worker Perception of the Implementation of Family- Centred Practice. Research of Social Work Practice, 22 (6): 656–664.

Journal Article 2: Coyne, I, Hallstrom, I and Soderback, M, (2016). Reframing the focus from a family- centred to a child - centred care approach for children's healthcare. Journal of Child Health Care, 20 (4): 494–502.

Journal Article 3: Clerke, T, Hopwood, N, Chavasse, F, Fowler, C, Lee, S and Rogers, J. (2017). Using professional expertise in partnership with families a new model of capacity building. Journal of Child Health Care, 21 (1): 74–84.

Journal Article 4: Feeley, N, Gottlieb, L, N, (2000). Nursing Approaches for Working with Family Strengths and Resources. Journal of Family Nursing, 6 (1): 9–24.

Journal Article 1: Facer, K., Holmes, R. and Lee, N. (2012). Childhood Futures: Better Childhoods? Global Studies of Childhood, 2 (3): 170–175.

Journal Article 2: Lopez, A, J, G., Contreras, P, P., and Cassidy, P. (2015). The [not so] new digital family: disciplinary functions of representations of children and techonology. Feminism and Psychology, 25 (3): 326 – 346.

Journal Article 3: NiLaoire, C., Carpena-Méndez, F., Tyrell, N. and White, A. (2010). Introduction: Childhood and migration – mobilities, homes and belongings. Childhood, 17 (2): 155 – 162.

Journal Article 4: Sime, D. and Fox, R. (2015). Home abroad: Eastern European children’s family and peer relationships after migration. Childhood, 22 (3): 377–393.

Journal Article 1: Guru, S. (2012). Reflections on research: Families affected by counter-terrorism in the UK. International Social Work, 55 (5): 689–703.

Journal Article 2: Wolton, S. (2017). The contradiction in the Prevent Duty: Democracy vs ‘British Values’. Education, Citizenship and Social Justice, 12 (2): 123–142.

Journal Article 3: Struthers, A.E.C. (2016). Teaching British Values in our Schools. Social and Legal Studies, 26 (1): 89–110.

Journal Article 1: Servos, J.E., Dewar, B.A and Bosacki, S.L. (2016). Canadian Early Childhood Educators' Perceptions of Young Children's Gender-role Play and Cultural Identity. Journal of Early Childhood Research, 14 (3): 324–332.

Journal Article 2: Garner, B. and Grazian, D. (2016). Naturalizing Gender through Childhood Socialization Messages in a Zoo. Social Psychology Quarterly, 79 (3): 181–198.

Journal Article 3: Brinkman, B.G. and Manning, L. (2016). Children's Intended Responses to Gender-based Bullying as Targets and Bystanders. Childhood, 23 (2):  221–235.

Journal Article 4: Red House Children's Centre (2016). (Re)configuring Quality: From a Hegemonic Framework to Story Telling. Contemporary Issues in Early Childhood, 17 (1): 134–139.

Journal Article 1: Zevenbergen, R. (2007). Digital Natives Come to Preschool: implications for early childhood practice. Contemporary Issues in Early Childhood, 8 (1): 19–21.

Journal Article 2: Burnett, C. (2010). Technology and literacy in early childhood educational settings: A review of research’ Journal of Early Childhood Literacy, 10 (3): 247–270.

Journal Article 3: MacMullin, J. A., Lunsky, A. and Weiss, A, Jonathan. (2015). Plugged in: Electronics use in youth and young adults with autism spectrum disorder. Autism, 20 (1): 45–54.

Journal Article 1: Cassano, C.M. and Steiner, L. (2016). Exploring Assessment Demands and Task Supports in Early Childhood Phonological Awareness Assessments. Literacy Research: Theory, Method, and Practice, 65 (1): 217–235.

Journal Article 2: Hedges, H. (2014). Young children’s ‘working theories’: Building and connecting understandings. Journal of Early Childhood Research, 12 (1): 35–49.

Journal Article 3: Kim, K. (2016). Teaching to the data collection? (Un)intended consequences of online child assessment system, “Teaching Strategies GOLD”. Global Studies of Childhood, 6 (1): 98–112.

Journal Article 4: Moss, P., Dahlberg, G., Grieshaber, S., Mantovani, S., May, H., Pence, A., Rayna, S., Swadener, B, B. and Vandenbroeck, M. (2016). The Organisation for Economic Co-operation and Development’s International Early Learning Study: Opening for debate and contestation. Contemporary Issues in Early Childhood, 17 (3): 343–351.

Journal Article 5: Pettersson, K.E. (2015). Children’s participation in preschool documentation practices. Childhood, 22 (2): 231–247.

Journal Article 1: Punch, S. (2002). Researching with Children. The same or different from research with adults? Childhood, 9 (3): 321–341.

Journal Article 2: Phelan, S. K. and Kinsella, E. A. (2013). Picture This….Safety, Dignity, and Voice- Ethical Research with Children: Practical Considerations for the Reflexive Researcher, Qualitative Inquiry, 19 (2): 81–90.

Journal Article 3: Fargas-Malet, M., McSherry, D., Larkin, E., and Robinson, C. (2010). Research with children: methodological issues and innovative techniques. Journal of Early Childhood Research, 8(2): 175–192.

Journal Article 4: Darbyshire, P., Macdougall, C. and Schiller, W. (2005). Multiple methods in qualitative research with children: more insight or just more?  Qualitative Research, 5 (4):  417–436.

Journal Article 5: Holliday, E. L., Harrison, L. J. and McLeod, S. (2009). Listening to children with communication impairment talking through their drawings. Journal of early childhood research, 7 (3): 244–263.

Journal Article 1: Horsley, K. and Penn, H. (2014). Remembering childhood: Do our memories and experiences influence our understanding of early childhood and our practice with young children? Management in Education¸ 28 (4): 175–179.

Journal Article 2: Millei, Z. and Kallio, K. P. (2018). Recognizing politics in the nursery: Early childhood education institutions as sites of mundane politics. Contemporary Issues in Early Childhood, 19 (1): 31–47.

Journal Article 3: Osgood, J. and Giugni, M. (2015). Putting posthumanist theory to work to reconfigure gender in early childhood: When theory becomes method becomes art. Global Studies of Childhood¸ 5 (3): 346–360.

Journal Article 1: Reid, J. (2015). Engaging with childhood: Student placements and the employability agenda, Childhood, 23 (2): 286–300.

Journal Article 2: Farrell, T.S.C. and Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19 (5): 594–610.

Journal Article 3: Brown, Z., Edwards, T. and Perkins, H. (2017). The placement journey: Do year one placement modules support Childhood Studies students’ professional development? Journal of Adult and Continuing Education, 23 (2): 162–177.

Journal Article 1: Heikka, J., Waniganayake, M. and Hujala, E. (2013). Contextualizing Distributed Leadership Within Early Childhood Education: Current Understandings, Research Evidence and Future Challenges. Educational Management, Administration & Leadership, 41 (1): 30–44.

Explanation: In this paper, the authors draw on previous research to set out a clear rationale for distributed leadership in educational settings by identifying its main features and meanings. The paper also explores some of the challenges to this form of leadership.

Journal Article 2: Hard, L., Press, F. and Gibson, M. (2013). ‘Doing’ Social Justice in Early Childhood: The Potential of Leadership.  Contemporary Issues in Early Childhood, 14 (4): 324–334.

Explanation: The authors draw on a number of research studies to make a strong case that principles for early childhood education relate strongly to social justice. Although written from an Australian perspective, this has global resonance as the authors make a case that it is transformational leaders who can work towards challenging and redressing inequality and disadvantage.

Journal Article 3: Davis, G. (2014). Graduate leaders in early childhood education and care settings: the practitioner perspective, Management in Education, 28 (4): 156–60.

Explanation: Set in the UK context of the professionalisation of early childhood leadership, the author here draws on her research with graduate leaders in the East of England to explore the impact of professional development on graduate leaders as they face the challenges of an ever-changing policy landscape.