All Outputs (5)

'Boys don’t play with girls’ Gender Boundaries in Play: An Analysis of Preschool Children's Regulation of Gendered Behaviour Across Three Settings (2024)
Thesis
Kilburn, C. 'Boys don’t play with girls’ Gender Boundaries in Play: An Analysis of Preschool Children's Regulation of Gendered Behaviour Across Three Settings. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4625873

This thesis contributes to the contemporary discussions around the impact of gender on preschool children’s lives. Drawing on theories of young children’s gender development and Bronfenbrenner’s socio-ecological theory, this research examines the rol... Read More about 'Boys don’t play with girls’ Gender Boundaries in Play: An Analysis of Preschool Children's Regulation of Gendered Behaviour Across Three Settings.

Perfect Patterns: Exploring the Relationship between Young Children’s Schemas and Artmaking; Evidence and Implications for Practice (2021)
Journal Article
Traunter, J., & Traunter, I. (in press). Perfect Patterns: Exploring the Relationship between Young Children’s Schemas and Artmaking; Evidence and Implications for Practice. The International Art in Early Childhood Research Journal, 2021(1),

Historically, the significance of visual art in early childhood education and the link to children’s cognitive development has been lacked consideration in the literature. The early years are widely acknowledged as critical in contributing to childre... Read More about Perfect Patterns: Exploring the Relationship between Young Children’s Schemas and Artmaking; Evidence and Implications for Practice.

Immersive-learning experiences in real-life contexts: deconstructing and reconstructing Vietnamese kindergarten teachers’ understanding of STEAM education (2021)
Journal Article
Shaw, P. A., Traunter, J. E., Nguyen, N., Huong, T. T., & Thao-Do, T. P. (2021). Immersive-learning experiences in real-life contexts: deconstructing and reconstructing Vietnamese kindergarten teachers’ understanding of STEAM education. International Journal of Early Years Education, https://doi.org/10.1080/09669760.2021.1933920

This paper presents a unique perspective into challenges faced by kindergarten teachers in engaging children in Science, Technology, Engineering, Arts and Mathematics (STEAM) education in Vietnam. It reports on teachers’ perspectives of an adaptation... Read More about Immersive-learning experiences in real-life contexts: deconstructing and reconstructing Vietnamese kindergarten teachers’ understanding of STEAM education.

Muddy knees and muddy needs: parents' perceptions of outdoor learning (2019)
Journal Article
Parsons, K. J., & Traunter, J. (2020). Muddy knees and muddy needs: parents' perceptions of outdoor learning. Children's Geographies, 18(6), 699-711. https://doi.org/10.1080/14733285.2019.1694637

Research highlights that children across the UK access the outdoors less than previous generations, often at levels below that prescribed by the United Nations as a basic level of outdoor access for prisoners. School staff and parents are intrinsic p... Read More about Muddy knees and muddy needs: parents' perceptions of outdoor learning.

Reconceptualising early years teacher training: policy, professionalism and integrity (2019)
Journal Article
Traunter, J. (2019). Reconceptualising early years teacher training: policy, professionalism and integrity. Education 3-13, 47(7), 831-841. https://doi.org/10.1080/03004279.2019.1622498

This paper seeks to identify the impact of the undergraduate Early Years Initial Teacher Training (EYITT) qualification on the emerging professional identity of a group of undergraduate students. The research explored the practical and academic self-... Read More about Reconceptualising early years teacher training: policy, professionalism and integrity.