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Childhood and Early Years

Education and Childhood

Childhood research spans early years, childhood and youth. ‘Childhood’ is also a pre-birth construct and adulthood has elements of childhood within it. Childhood is a social construct and researchers actively engage with dimensions of definition. 

Childhood research within the centre involves the work of a coherent and well-established team with a wealth of related knowledge who are positioned in different parts of the University included Childhood, Early Years, Play, Youth and Community Work, Social Work, Criminology and Health. Hence there are research interests and activity relating to Education, Health, Philosophy, Psychology, Social Care and Welfare, Social Justice, Social Policy and Sociology.

Academics undertake and disseminate research that demonstrates a commitment to children’s rights, child-centred approaches and social justice for children. This involves encouraging research that benefits children and young people. They promote children’s participation in research as researchers. Research is creative and eclectic and addresses local, national and international issues regarding the experiences of children and the responses and expectations placed on children.

Researchers contribute to international and national research and are involved in supervising and undertaking PhDs and EdDs. They promote multi-disciplinary and inter-agency approaches to research and dissemination, involving stakeholders principally children, Local Authorities, NGOs, students, and colleagues across the Faculty and University.

National Survey Of Fathers Of Children With Autism Right Arrow

Case Studies: 

Childhood Social Memory Space and Time

Dr Claire Griffiths has a background in obesity management and formerly developed and delivered weight management programmes to overweight and obese children and families in both residential and community settings. 

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Professionalism across the early childhood interdisciplinary team

The model of professionalism developed in the longitudinal study was used to determine if it is appropriate for the varied professionals working in the early childhood interdisciplinary team.

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The challenges in promoting bilingualism, creating safe spaces and promoting additional language learning for young bilingual learners in educational settings.

Building on practice as a teacher in primary and early years education and on lecturing in the field, this ongoing longitudinal work and research with children, teachers, students and colleagues promotes the importance of bilingual education.

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Longitudinal study on eliciting the professional knowledge for early childhood educators

Early years education requires an articulate, reflexive and highly qualified workforce, since the ability to evaluate and develop policy and practice are key to its claims to professionalism. 

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Education and Childhood Contacts

0113 81 23774 V.Caruana@leedsbeckett.ac.uk
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