Putting the child first: walking-with early childhood education and care research

White Western ways of thinking can give a one sided view and provide stereotypical expectations of the ways we think and act. This is particularly important as 2020 has witnessed political, social, health and economic upheaval which has impacted many. From a social justice perspective, the impact of this turmoil has further marginalized those at the intersections of race, gender, social class, sexuality and (dis)ability.

My research looks at how research practices can allow for different perspectives on lived experiences in Early Years settings, accounting for life at these intersections. Early Years settings are very different to schools – this research explores how Early Years practitioners work with young children by focussing on how space, place and resources might influence practice.

Indigenous Scholars from North America, Australia and New Zealand have been considering the question “what might we expect to see in the spaces and places of children's worlds?” In indigenous societies children are part of, rather than separate from, their environment. Being connected in this way sees children develop a sense of belonging where they understand their relationship with each other, their environment and the resources available to them.