Bristol Early Years Research and Development

Bristol Early Years Research
Life at Bristol Early Years Research and Development Life at Bristol Early Years Research and Development Life at Bristol Early Years Research and Development Life at Bristol Early Years Research and Development Life at Bristol Early Years Research and Development Life at Bristol Early Years Research and Development Life at Bristol Early Years Research and Development

 

  

Settings-Based Research

Research at Bristol early years research and development Research at Bristol early years research and development Research at Bristol early years research and development Research at Bristol early years research and development

These pages will share details of settings-based research projects taking place in Early Years settings in and around Bristol.

Please get in touch if you have a research project you would like to share on this website. 

Current projects

Practitioner led Mathematical Research 2016
Seeing the Maths - Redcliffe
Environment
Woodwork

Jack and Jill Pre-School, Wesbury-on-Trym
Practitioners at the Jack and Jill Pre-School in Wetbury-on-Trym have shared details of the research they carried out in conjunction with the 5x5x5 project

Download the Jack and Jill Pre-School Research Project

 

Latest Published Research

The Red House Children's Centre, Bristol.  (Re)configuring quality: From a hegemonic framework to story telling.

In this brief colloquium, the authors consider a reconfiguring of quality and how this has impacted
on practice in an early years setting. They demonstrate how their move from a formal quantitative
strategic plan for the setting to their current narrative version, known as ‘Violet’s Story’, contributes
to the academic debate of quality framed by post-humanist theory and narrative methods. The
authors explain how this shift reflects a ‘qualia’ understanding of quality and, in doing so, show
how the narrative strategies and techniques deployed embody post-humanist sympathies, taking
the reader beyond the subjective to reveal some of the complexities of entanglement that make
up a shifting, contextualised understanding of quality. Finally, the authors illustrate the theoretical
by representing one practitioner’s reflection on what it can be like to work within a fluid,
contextualised understanding of quality. They conclude that further studies should follow this line
of inquiry for a better understanding of the real impact that such a reconfiguration of quality has
on early years settings, the experiences of practitioners, and children and their families.

 


 

 

 

 

 

Latest Tweets