Jane Murray

Publications

• Any questions? Young children questioning in their early childhood education settings
• Discovering play
• Research and Enterprise in FHES: celebration video
• Stories of Young Dropouts
• All things being equal
• Shifting landscapes in early childhood education
• Our community in early years education
• Young children's curriculum experiences
• Value/s in early childhood education
• Epilogue: Imagining Child Rights Futures
• ‘Seen but not heard’: practitioners work with poverty and the organising out of disadvantaged children’s voices and participation in the early years
• Early Childhood Pedagogies: Creating Spaces for Young Children to Flourish
• How do children build knowledge in early childhood education? Susan Isaacs, Young Children Are Researchers and what happens next
• Good teachers are always learning
• ERA Abstracts
• Participation and hybrid integration in primary and secondary schools
• What is the purpose of education? A context for early childhood education
• Ready, steady, learn: school readiness and children’s voices in English early childhood settings
• In praise of early childhood educators
• Parent-practitioner partnerships in early childhood provision in England, Hungary and Kazakhstan: similarities and differences in discourses
• Young children’s emotional experiences
• Primary school children’s beliefs associating extra-curricular provision with non-cognitive skills and academic achievement
• Hearing young children’s voices
• Knowledge, attitudes and practices to children with disabilities in Bhutan: a contextualized literature review
• School readiness, child development and early learning
• New theories warrant new research approaches: extending the toolbox of methods for research with young children
• Observing and assessing children
• Routes to STEM: nurturing Science, Technology, Engineering and Mathematics in early years education
• Very early childhood education: parents’ views about their two-year-olds in school and their family lives
• Young children are researchers: Children aged four to eight years engage in important research behaviour when they base decisions on evidence
• Sustaining development in international early years education
• Happy anniversary? 30 years of the United Nations Convention on the rights of the child
• Are young children’s utterances affected by characteristics of their learning environments? A multiple case study
• Early years education as a global village
• Welcome in! How the academy can warrant recognition of young children as researchers
• Young Children's Emotional Experiences
• Perspectives from Young Children on the Margins
• Respect for Early Childhood Education: Editorial
• Public knowledge and attitudes regarding children with disabilities, their experience and support in Bhutan: a national survey
• ERA Abstracts
• Small is beautiful
• Introduction: Young Children’s Protection Rights
• Safeguarding the Protection Rights of Children in the Eastern Caribbean
• The play’s the thing
• Young children are human beings
• In a Time of COVID-19 and Beyond, the World needs Early Childhood Educators
• Literacy is inadequate: young children need literacies
• Informal early childhood education: the influences of parents and home on young children's learning
• Young Children, Rights and Voice: The Child’s Voice in Research
• Learning by doing: Local Communities work and learn together to prevent and reduce ESL and drop-out
• A UK perspective on validated prior learning: validated prior learning as an instrument for access to higher education by two marginalised groups
• 21st century school buildings for 21st century communities
• Young children's explorations: young children's research?
• Evaluating a gift for family literacy: challenges and opportunities
• Action research and policy
• Similarities and differences in discourses on practitioner-parent partnerships in early childhood provision in England, Hungary and Kazakhstan
• Good practice in the early years
• Action Research and Policy
• Knock, knock! Who’s there? Gaining access to young children as researchers: a critical review
• Young children's research: children aged 4-8 years finding solutions at home and at school
• Decisions based on evidence: young children’s research behaviour?
• Embedding Changemaker Values within a Postgraduate Part-time Module for Teachers
• Young children's explorations: young children's research?
• A ‘jigsaw’ methodology for early childhood research: a flexible and reflexive approach
• Learning to teach in the early years: what matters?
• Inclusive daily childcare services for children with disabilities in England: review of conditions, standards and practice
• Reclaiming our children’s rights from the jaws of school effectiveness
• Early childhood pedagogies: spaces for young children to flourish
• Engaging with the next generation: logistics and secondary education
• Early childhood pedagogies: spaces for young children to flourish
• Troubling the ‘Dispositif’: moving beyond the macro-level to co-construct meaningful early childhood pedagogies
• Can young children be researchers?
• The Power of VPL: Validation of Prior Learning as a Multi-targeted Approach For Access to Learning Opportunities For All
• Linkages of VPL: Validation of Prior Learning as a Multi-Targeted Approach for Maximising Learning Opportunities for All
• Young children explore: critical thinking for the Early Years
• Understanding the HighScope Approach: Early Years Education in Practice
• Studying children
• Studying the worlds of young children: knowing and understanding
• Problem-solving and thinking in the early years
• The Hantown Street Play Project
• Young children's research behaviour? Children aged four to eight years finding solutions at home and at school
• Young children as researchers in play
• Researching young children’s worlds
• Collaborating for effective early childhood education and care: can policy translate to practice?
• Using Talk Effectively in the Primary Classroom by Richard Eke and John Lee, London, Routledge, 2008, 144 pp., £17.99 (paperback), ISBN 978-0-415-34281-0
• Learning from babies is an early childhood education
• Power sharing: participatory research as democracy in early childhood education and in education
• Learning from Babies is an Early Childhood Education
• Premature schoolification during early childhood hinders later academic success and productivity
• Young children’s agency