1.
Moss, P. Alternative narratives in early childhood: an introduction for students and practitioners. (2019).
2.
Moss, P. Meetings Across the Paradigmatic Divide. Educational Philosophy and Theory 39, 229–245 (2007).
3.
Peter Moss. Power and resistance in early childhood education: From dominant discourse to democratic experimentalism. Journal of Pedagogy 8, 11–32.
4.
Dahlberg, G., Moss, P. & Pence, A. Chapter 3: Constructing early Childhood: What do we think it is. in Beyond quality in early childhood education and care: languages of evaluation vol. Routledge education classic edition series 43–61 (Routledge, 2013).
5.
Dahlberg, G., Moss, P. & Pence, A. Chapter 4: Constructing the Early Childhood Institution: What do we think they are for? in Beyond quality in early childhood education and care: languages of evaluation vol. Routledge education classic edition series 62–87 (Routledge, 2013).
6.
Balduzzi, L. & Moss, P. Chapter 1: Contesting Early Childhood. in Early childhood and compulsory education: reconceptualising the relationship vol. Contesting early childhood (Routledge, 2013).
7.
Valerie Polakow Suransky. TALES OF REBELLION AND RESISTANCE: THE LANDSCAPE OF EARLY INSTITUTIONAL LIFE. The Journal of Education 165, 135–157 (1983).
8.
Valerie Polakow. SOME REFLECTIONS ON THE LANDSCAPE OF CHILDHOOD AND THE POLITICS OF CARE. The Journal of Education 168, 7–12 (1986).
9.
Bloch, M. N. Critical Science and the History of Child Development’s Influence on Early Education Research. Early Education & Development 2, 95–108 (1991).
10.
Kessler, S. A. Early Childhood Education as Development: Critique of the Metaphor. Early Education & Development 2, 137–152 (1991).
11.
Valerie Polakow. DECONSTRUCTING DEVELOPMENT. The Journal of Education 171, 75–87 (1989).
12.
Rinaldi, C. & Rinaldi, C. Introduction: Our Reggio Emilia. in In dialogue with Reggio Emilia: listening, researching and learning vol. Contesting early childhood series 1–17 (Routledge, 2006).
13.
Soler, J. & Miller, L. The Struggle for Early Childhood Curricula: A Comparison of the English Foundation Stage Curriculum, ‘Te Whariki’ and Reggio Emilia. International Journal of Early Years Education 11, 57–67 (2003).
14.
Stephen, C. Pedagogy: the silent partner in early years learning. Early Years 30, 15–28 (2010).
15.
This is Anji Play — Anji Play. http://www.anjiplay.com/home/#anjiplay.
16.
Roberts-Holmes, G. ‘It’s the bread and butter of our practice’: experiencing the Early Years Foundation Stage. International Journal of Early Years Education 20, 30–42 (2012).
17.
Hoyuelos, A. Interpreting the Child as a Participant and Interactive Subject. Malaguzzi’s Theories Regarding the Concept of Childhood. in The Ethics in Loris Malaguzzi’s Philosophy and Pedagogical Work 114–133 (Isalda, 2013).
18.
Freinet, C., Clandfield, D., Sivell, J., & Our Schools/Our Selves Education Foundation. Freinet’s Techniques for the Modern School. in Cooperative learning and social change: selected writings of Célestin Freinet vol. 7 11–16 (Our Schools/Our Selves, 1990).
19.
Anning, A. The Co-construction of an early childhood curriculum. in Early childhood education: society and culture (SAGE, 2009).
20.
Claxton *, G. & Carr, M. A framework for teaching learning: the dynamics of disposition. Early Years 24, 87–97 (2004).
21.
Rogers, S. Powerful pedagogies and playful resistance: Role play in the early childhood classroom. in Engaging play 152–165 (Open University Press, 2010).
22.
Statutory framework for the early years foundation stage 2017.
23.
Taggart, B. Making a difference: How research can inform policy. in Early childhood matters: evidence from the Effective Pre-school and Primary Education Project (Routledge, 2010).
24.
Siraj-Blatchford, I., Sammons, P., Taggart, B., Sylva, K. & Melhuish, E. Educational Research and Evidence-based Policy: The Mixed-method Approach of the EPPE Project. Evaluation & Research in Education 19, 63–82 (2006).
25.
abstracts, research briefs and research reports from the Effective Pre-School, Primary and Secondary Education project (EPPSE). http://www.ucl.ac.uk/ioe/research/featured-research/effective-pre-school-primary-secondary-education-project/publications.
26.
Siraj-Blatchford, I. Early Childhood Education (ECE). in An introduction to early childhood studies (eds. Maynard, T. & Powell, S.) 172–184 (SAGE Publications Ltd, 2014).
27.
Siraj-Blatchford, I. Chapter 8: A focus on pedagogy. in Early childhood matters: evidence from the Effective Pre-school and Primary Education Project 149–165 (Routledge, 2010).
28.
The Effective Provision of Pre-School Education (EPPE) Project: Findings from Pre-school to end of Key Stage1.
29.
Students’ educational and developmental outcomes at age 16 Effective Pre-school, Primary and Secondary Education (EPPSE 3-16) Project Research Brief.
30.
Researching Effective Pedagogy in the Early Years.
31.
Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2: A study of Year 5 classroom practice drawn from the EPPSE 3-16 longitudinal study.
32.
Siraj-Blatchford, I. Creativity, Communication and Collaboration: The Identification of Pedagogic Progression in Sustained Shared Thinking. Asia-Pacific Journal of Research in Early Childhood Education vol. 1 3–23 (2007).
33.
Rogers, S. Play and pedagogy: a conflict of interest? in Rethinking play and pedagogy in early childhood education: concepts, contexts and cultures 5–19 (Routledge, 2011).
34.
Wood, E. New directions in play: consensus or collision? Education 3-13 35, 309–320 (2007).
35.
Fung, C. K. H. & Cheng, D. P. W. Consensus or dissensus? Stakeholders’ views on the role of play in learning. Early Years 32, 17–33 (2012).
36.
Blaise, M., Brooker, L. & Edwards, S. The SAGE handbook of play and learning in early childhood. (SAGE Publications, 2014).
37.
Grieshaber, S. & McArdle, F. The trouble with play. (Open University Press, 2010).
38.
Wood, E. Play, learning and the early childhood curriculum. (SAGE, 2013).
39.
Broadhead, P., Howard, J. & Wood, E. A. Play and Learning in the Early Years: From Research to Practice. (SAGE Publications, 2010).
40.
Dahlberg, G. Policies in Early Childhood Education and care: Potentialities for Agency, Play and Learning. in The Palgrave handbook of childhood studies (Palgrave Macmillan, 2009).
41.
Wood, E. Chapter 5: Developing Play in the Curriculum. in Play, learning and the early childhood curriculum 118–157 (SAGE, 2013).
42.
Brooker, L. Chapter 6: Developing Learning Dispositions in Life. in Making sense of theory and practice in early childhood: the power of ideas 83–98 (Open University Press, 2011).
43.
Moyles, J. R. The excellence of play. (Open University Press, 2015).
44.
Vygotskiĭ, L. S. The role of play in development. in Mind in society: the development of higher psychological processes (Harvard University Press, 1978).
45.
Pat. Building Friendship through Playful Learning in the Early Years. in The excellence of play (Open University Press, 2015).
46.
Broadhead, P. Chapter 8: Cooperative Play and Learning from Nursery to Year One. in Play and Learning in the Early Years: From Research to Practice (SAGE Publications, 2010).
47.
Wood, E. A. Chapter 6: Developing integrated pedagogical approaches to play and learning. in Play and learning in the early years: from research to practice 9–26 (SAGE, 2010).
48.
Brown, F. Perspective 3: Playwork. in Perspectives on play: learning for life 30–39 (Routledge, 2014).
49.
Diamond, A. Activities and Programs That Improve Children’s Executive Functions. Current Directions in Psychological Science 21, 335–341 (2012).
50.
Weisberg, D. S., Hirsh-Pasek, K. & Golinkoff, R. M. Guided Play: Where Curricular Goals Meet a Playful Pedagogy. Mind, Brain, and Education 7, 104–112 (2013).
51.
Diamond, A. Executive Functions. Annual Review of Psychology 64, 135–168 (2013).
52.
Dawson, P. & Guare, R. Chapter 2: Assessing Executive Skills. in Executive Skills in Children and Adolescents, Second Edition: A Practical Guide to Assessment and Intervention vol. Guilford Practical Intervention in Schoo 12–29 (Guilford Publications, 2010).
53.
Garon, N., Bryson, S. E. & Smith, I. M. Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin 134, 31–60 (2008).
54.
Morris, A. S. et al. Effortful Control, Behavior Problems, and Peer Relations: What Predicts Academic Adjustment in Kindergartners from Low-Income Families? Early Education & Development 24, 813–828 (2013).
55.
Nesbitt, K. T., Baker-Ward, L. & Willoughby, M. T. Executive function mediates socio-economic and racial differences in early academic achievement. Early Childhood Research Quarterly 28, 774–783 (2013).
56.
Nayfeld, I., Fuccillo, J. & Greenfield, D. B. Executive functions in early learning: Extending the relationship between executive functions and school readiness to science. Learning and Individual Differences 26, 81–88 (2013).
57.
Smolleck, L. & Hershberger, V. Playing With Science: An Investigation of Young Children’s Science Conceptions and Misconceptions. Current Issues in Education 14, (2011).
58.
Treagust, D. F. & Duit, R. Conceptual change: a discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education 3, 297–328 (2008).
59.
Wood, E. Chapter 5: Developing Play in the Curriculum. in Play, learning and the early childhood curriculum 118–157 (SAGE, 2013).
60.
Zelazo, P. D. & Argitis, G. The development of executive function in early childhood. in vol. Monographs of the Society for Research in Child Development (Blackwell, 2003).
61.
Barton, L. The Politics of Special Educational Needs. Disability, Handicap & Society 1, 273–290 (1986).
62.
Boyd, B. A., Odom, S. L., Humphreys, B. P. & Sam, A. M. Infants and Toddlers With Autism Spectrum Disorder: Early Identification and Early Intervention. Journal of Early Intervention 32, 75–98 (2010).
63.
Lewis, A., Miller, O. & Norwich, B. Special teaching for special children?: pedagogies for inclusion. (Open University P.s, 2005).
64.
Elfer, P. Emotion in nursery work: Work Discussion as a model of critical professional reflection. Early Years 32, 129–141 (2012).
65.
SEND pathfinder programme: final report - GOV.UK. https://www.gov.uk/government/publications/send-pathfinder-programme-final-report.
66.
Jordan, R. THE GULLIFORD LECTURE: Autistic spectrum disorders: a challenge and a model for inclusion in education. British Journal of Special Education 35, 11–15 (2008).
67.
Molloy, H. & Vasil, L. The Social Construction of Asperger Syndrome: The pathologising of difference? Disability & Society 17, 659–669 (2002).
68.
Wyse, D. & Cowan, K. The good writing guide for education students. (SAGE Publications Ltd, 2017).
69.
Kenner, C. Recipes, Alphabets and U: A Four‐year‐old Explores the Visual Potential of Literacy. Early Years 20, 68–79 (2000).
70.
Levy, R. Children’s perceptions of reading and the use of reading scheme texts. Cambridge Journal of Education 39, 361–377 (2009).
71.
Brock, A. & Rankin, C. Communication, language and literacy from birth to five. (SAGE, 2008).
72.
Flewitt, R. Chapter 7: Multimodal Literacies. in Desirable literacies: approaches to language and literacy in the early years 122–139 (SAGE, 2008).
73.
Hallet, E. Chapter 4: Signs and Symbols: children’s engagement with environmental print. in Desirable literacies: approaches to language and literacy in the early years 60–80 (SAGE, 2008).
74.
Kress, G. R. Before writing: rethinking the paths to literacy. (Routledge, 1997).
75.
Larson, J. & Marsh, J. The SAGE handbook of early childhood literacy. (SAGE, 2013).
76.
Marsh, J. One-way Traffic? Connections between Literacy Practices at Home and in the Nursery. British Educational Research Journal 29, 369–382 (2003).
77.
Hallet, E. & Marsh, J. Desirable literacies: approaches to language and literacy in the early years. (SAGE, 2008). doi:10.4135/9781446279519.
78.
Miller, L. Shaping Early Childhood through the Literacy Curriculum. Early Years 21, 107–116 (2001).
79.
Pahl, K. & Rowsell, J. Literacy and Education: Understanding the New Literacy Studies in the Classroom. (SAGE Publications, 2005).
80.
Roskos, K. & Christie, J. Examining the Play-Literacy Interface: A Critical Review and Future Directions. Journal of Early Childhood Literacy 1, 59–89 (2001).
81.
Whitehead, M. R. Developing language and literacy with young children. vols 0-8 series (Paul Chapman, 2007).
82.
Eshach, H. & Fried, M. N. Should Science be Taught in Early Childhood? Journal of Science Education and Technology 14, 315–336 (2005).
83.
Fleer, M. Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play-based Contexts. International Journal of Science Education 31, 1069–1089 (2009).
84.
Brenneman, K. & Louro, I. F. Science Journals in the Preschool Classroom. Early Childhood Education Journal 36, 113–119 (2008).
85.
Gatt, S. & Thewma, G. Inquiry-based Learning in Early years through Story-telling. Journal of Emergent Science 4, 19–25 (2012).
86.
P. Katz. Using Pothooks to encourage young children’ science identities. Journal of Emergent Science 3, 22–27 (2012).
87.
Mcguigan, L. & Russell, T. Identifying emergent science thinking within a holistic approach to early years education. Journal of Emergent Science 4, 7–11 (2012).
88.
Saçkes, M., Trundle, K. C., Bell, R. L. & O’Connell, A. A. The influence of early science experience in kindergarten on children’s immediate and later science achievement: Evidence from the early childhood longitudinal study. Journal of Research in Science Teaching 48, 217–235 (2011).
89.
Tunnicliffe, S. D. Talking and doing science in the early years: a practical guide for ages 2-7. (Routledge, 2013).
90.
Cannella, G. Reconceptualizing the field (of early care and education). If ‘western’ child development is a problem, then what do we do? in Critical issues in early childhood education 17–39 (Open UP, 2005).
91.
Moss, P. Chapter 6: The Crow Project: a local enactment of the story of democracy, experimentation and potentiality. in Transformative change and real utopias in early childhood education: a story of democracy, experimentation and potentiality vol. Contesting early childhood series 139–167 (Routledge, 2014).
92.
Roberts-Holmes, G. The ‘datafication’ of early years pedagogy: ‘if the teaching is good, the data should be good and if there’s bad teaching, there is bad data’. Journal of Education Policy 30, 302–315 (2015).
93.
Bradbury, A. & Roberts-Holmes, G. The datafication of primary and early years education: playing with numbers. (Routledge, 2018).
94.
Wood, E. & Hedges, H. Curriculum in early childhood education: critical questions about content, coherence, and control. The Curriculum Journal 27, 387–405 (2016).
95.
Tesar, M. Reconceptualising the Child : Power and Resistance within Early Childhood Settings. Contemporary Issues in Early Childhood 15, 360–367 (2014).
96.
Bradbury, A. ‘I feel absolutely incompetent’: professionalism, policy and early childhood teachers. Contemporary Issues in Early Childhood 13, (2012).
97.
Novinger, S. & O’Brien, L. Beyond ‘Boring, Meaningless Shit’ in the Academy: Early Childhood Teacher Educators under the Regulatory Gaze. Contemporary Issues in Early Childhood 4, 3–31 (2003).
98.
Bradbury, A. Understanding early years inequality: policy, assessment and young children’s identities. (Routledge, 2013).
99.
Moss, P. Chapter 1: Telling Stories, Transformative Change and Real Utopias. in Transformative change and real utopias in early childhood education: a story of democracy, experimentation and potentiality vol. Contesting early childhood series 1–16 (Routledge, 2014).
100.
Carr, M. & Lee, W. Learning stories: constructing learner identities in early education. (Sage, 2012).
101.
Dahlberg, G., Moss, P. & Pence, A. R. Beyond quality in early childhood education and care: languages of evaluation. vol. Routledge education classic edition series (Routledge, 2013).
102.
Dahlberg, G. & Moss, P. Ethics and politics in early childhood education. vol. Contesting early childhood (RoutledgeFalmer, 2005).
