OMEP Research Updates

Call for Proposals

Update No. 155:

Hadland, C. (2021) Single use Nappies and their Alternatives, OMEP UK Research Update, No. 155, December

OMEP UK Research Update Special Report

Hindmarch, T., and Boyd, D. (Eds.) (2021) A Path Made in the Walking: Forest School in Norway and in England, An OMEP (UK) Special Report

Update No. 154:

Mitchell, E. (2021) Why are English parents choosing to home educate their children? OMEP Research Update, No. 154, July

Update No. 153:
Beattie, L. (2021) New Directions in Leadership in the Field of Preschool Education, OMEP Research Update, No. 153, June 2021


Updates 2013 – Making a Difference: transforming Early Years Practice

146: To meet, to learn, to think, to share:  Eleni Alifieraki
147: Becoming bilingual: this is what we hope to achieve: Angela Nurse
148: Infinite Adventures Workshop: Hannah Lefeuvre
149: Supporting the multimodal child – A language arts approach: Bianca Bailey
150: What is understood by the concept of ‘school readiness’? Polly Bolshaw
151: Effective Transitions: from pre-school to reception class: Hilary Welland
152: Forest School from different perspectives:  Wen Shao

Updates 2011 – Experiences in Childhood

No. 140: The Childhood Narrative of a Polish Deportee to Siberia: A Lesson from my Grandfather about Survival, Paulina Krok
No. 141: Entrusting babies to “the lowest of the low”? Raising the profile and status of baby room practice, Dr Sacha Powell & Dr Kathy Goouch
No. 142: Challenges with introducing Forest School/Nursery to the Garden of England: a comparative study of Forest Nursery in England and Norway, Torill Hindmarch
No. 143: ”There’s no place like home”: a study of ‘home’ families in the pre-school years, Nicola Kemp
No. 144: A Multi-Disciplinary Role in encouraging parents’ attachment with their child, Sharon Bennett

Updates 2009 – Personal, Social and Emotional Development

No. 133: Physical Development in the Early Years, Angela D Nurse
No. 134: Charlie Goes to school, Stephanie Widdows
No. 135: Personal, Social and Emotional Development, Linzy Shaw and Lisa Fryer
No. 136: ‘All learning together’ – Transformative learning in early years settings in Kent: An evaluation of SPARKLE, Dr Eve Hutton
No. 137: A Case Study: One child helping children in another country, Dr Catherine Meehan
No. 138: A Visit to Summerhill School, Edwina Mitchell
No. 139: What is happening to our children and childhood? Edwina Mitchell

Updates 2008 – Play in Various Settings

No. 129: Establishing a Play-based Curriculum for Children with Autism in Nigeria, Diana Seach
No. 130: Free Play for all Ages, Chris Taylor
No. 131: Play in Hospital, Norma Jun-Tai
No. 132: Superheroes and Gunplay in Classrooms and Settings: Will Boys Be Boys? Lynda Germaney  & Lucy Whentringhame

Updates 2007 – Early Years Professional Status

No. 123: My Experiences as Project Manager for EYPS Phase 1, Maureen O’Haga
No. 124: The Pros and Cons of being a Lead Assessor, Julie Vaggers
No. 125: Early Years Professional Status – As Experienced by Two Assessors, Hazel Locke & Sue Cook
No. 126: My Experiences As An EYPS Candidate On The Phase 1 Pilot, Sharon Goate
No. 127: Specialist Teacher or ‘Social Pedagogue’?  A review of EYPS, Clair Stevens
No. 128: EYPS Mentor, Alison Walker

Updates 2006, Looking Forward: Looking Back

No. 120: How might the Transition of five-year-old children be supported by the Curriculum? A comparative study between Wales and Finland, Hilary Fabian and Tuija Turunen
No. 121: Transitions into Higher Education, Karen Grimshaw
No. 122: A Tribute to a No-nonsense Dowager: Lady Allen of Hurtwood (1897-1976) and An Outline of the work of the Lady Allen Memorial Trust, Dorothy Selleck

Updates 2005, Working in partnership

No. 117: Inter-agency collaboration and co-operation, Jillian Woodcock and Hilary Fabian
No. 118: Collaborating for Effective Early Childhood Education and Care: can policy translate to practice? Jane Murray
No. 119: A ‘Box full of feelings’: developing emotional intelligence in a nursery community, Polly Dyer

Updates 2004, Improving Continuity of Experience for Children from Nursery to Primary

No. 112: Transitions in Wales: Foundation Phase to Key Stage 2, Dr Hilary Fabian and Jillian Woodcock
No. 113: Becoming sociable and co-operative: recognising progression in children’s learning through play from aged three to seven years, Professor Pat Broadhead
No. 114: Teaching and Care-giving in Icelandic Playschools, Professor Jóhanna Einarsdóttir
No. 115: Weaving Webs of support for children’s transition to school, Dr Kay Margetts
No. 116: ‘School is like preschool but you can’t make noise’: Young children’s views of continuity from preschool (nursery) to school, Professor Sue Dockett and Bob Perry