In 2019 we published Introducing Research in Early Childhood, which explains exactly what ‘research’ is; it explores key ideas, themes and terminology to provide readers with a clear understanding of its importance to their early years or early childhood studies degree.
In February 2020 our second book, Understanding Gender and Early Childhood, will be published. It’s a comprehensive and accessible introduction into the main issues around gender and what these mean for our youngest children. It encourages readers to question why it is more relevant than ever to consider gender issues and to reflect critically on their own practice and on the practice of others.
Josephidou, J. (2019) ‘A gendered contribution to play? Perceptions of Early Childhood Education and Care (ECEC) practitioners in England on how their gender influences their approaches to play’, Early Years, DOI: 10.1080/09575146.2019.1655713.
Body, A., Lau, E. and Josephidou, J. (2019) ‘Engaging Children in Meaningful Charity: Opening‐up the Spaces within Which Children Learn to Give’, Children & Society, DOI: DOI:10.1111/chso.12366.
Ashbridge, J. and Josephidou, J. (2018) ‘The Role of the Teacher and Other Adults’ in Cooper, H. and Elton-Chalcraft, S. (eds.) Professional Studies in Primary Education. London: Sage.
Ashbridge, J. and Josephidou, J. (2018) ‘Classroom Organisation and the Learning Environment’ in Cooper, H. and Elton-Chalcraft, S. (eds.) Professional Studies in Primary Education. London: Sage.
Ashbridge, J. and Josephidou, J. (2008) ‘Who am I? How can we learn to value ourselves and others through thematic work supporting the development of children’s knowledge and understanding at the Foundation Stage?’ in Cooper, H. and Rowley, R. (eds.) Cross Curricular approaches to Teaching and Learning. London: Sage.
Kemp, N. and Bolshaw, P. (2020) ‘Education for Sustainability in Early Childhood Education: Sustainability Transformation through Collaboration’, Armon, J., Scoffham, S. and Armon, C. (eds.) Prioritizing Sustainability Education: a comprehensive approach. Oxon: Routledge.
Carroll-Meehan, C., Bolshaw, P. and Hadfield, E. (2019) ‘New leaders in Early Years: making a difference for children in England’, Early Child Development and Care, 189(3), pp.416-429. DOI: 10.1080/03004430.2017.1324436.
O’Connor, S. and Bolshaw, P. (2018) ‘Inclusive Policy and Practice’, in Powell, S. and Smith, K. (eds.) An Introduction to Early Childhood Studies. 4th Ed. London: Sage.
Bolshaw, P. (2017) ‘Learning to be Literate’, in Ritchie, C. (ed.) Exploring Children’s Learning 3-11. Oxon: Routledge.
Bolshaw, P. (2015) ‘Developing the professional identity of vocationally trained students in university – experiences with action research on the Foundation Degree ‘Professional Studies in Early Years’ In Maier-Hofer, C. (ed.) Applied Childhood Studies: An introduction to the paradigm. Heidelberg, Germany: Springer.