In this article, I use colour theory as an ethical alternative to pseudonyms, proposing a relational and affective approach to representing children in Early Childhood research practice.
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My doctoral thesis develops New-Hermetic Materialism, examining how space, Matter and relational entanglement shape children’s gender expression in Early Years environments and practice.
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This 2024 CREC blog introduces Undoing the Expressive Child, examining how assumptions about expression shape children’s participation, recognition and visibility in Early Years research.
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My 2026 Routledge chapter examines inclusion in integrated Early Childhood practice, exploring gender, difference, vulnerability and the complexities of multi-agency collaboration.
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Introducing Mosaic Listening, this blog explores ethical entanglements, diffractive practice and relational responsibility in qualitative Early Years research with young children.
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My 2021 book review explores Transforming Early Childhood in England, reflecting on democratic education, policy reform and the future direction of Early Years practice in England.
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This 2020 academic blog examines how gender is recognised in Early Education and how everyday practice, language and environment can shape, restrict or expand children’s identity expression.
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My textbook chapter from 2020 explores transition in Early Years, examining how identity, gender, relationships and practitioner support shape children’s emotional experiences of change.
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An article examining how the BTEC Level 3 Children’s Play, Learning and Development course supports students’ transition and preparedness for higher education.
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