Early Childhood Studies: A Student's Guide
Student Resources
Further Readings
Further readings list provides a comprehensive set of SAGE Journal Articles that engage with chapter by chapter contents of the book to widen overall understanding of the key topics.
Chapter 1: The emergence of Early Childhood Studies: an historic overview
Chapter 2: The brain and children’s early development
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.
Chapter 3: Children as thinkers: Philosophy for Children
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.
Chapter 4: Children as learners: multimodal perspectives on play and learning
Chapter 5: Creativity, curiosity and resilience
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 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.
Chapter 6: Children as communicators: peers and others
Chapter 7: Children’s friendships
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.
Chapter 8: Children within the family context
Chapter 9: 'Supporting’ play
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 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.
Chapter 10: Inclusion and participation
Journal Article 1: Eldén, S. (2012). Inviting the messy: Drawing methods and children’s voices, Childhood, 20 (1): 66–81.
If your institution is subscribed to Taylor & Francis Online, then you will be able to find and read the following articles at these links:
Chapter 11: Children's health
Chapter 12: The politics of children's services
Chapter 13: Safeguarding children
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.
Chapter 14: Young children's wellbeing: conceptualising, assessing and supporting wellbeing
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.
Chapter 15: Children, families and English as an additional language
Chapter 16: The educational environment
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.
Chapter 17: Working with families and professionals from other agencies
Chapter 18: Childhoods in a global context
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 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.
Chapter 19: Contemporary issues
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.
Chapter 20: Young Children, Childhood and Gender
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.
Chapter 21: Technology and early digital culture
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.
Chapter 22: Observing and assessing children
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 5: Pettersson, K.E. (2015). Children’s participation in preschool documentation practices. Childhood, 22 (2): 231–247.
Chapter 23: Researching with children
Chapter 24: Becoming a professional: entanglements with identity and practice
Chapter 25: Learning through placements
Chapter 26: Leading quality practice
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.