A selection of REACH members’ publications

Research and academic outputs

Go to ResearchSPAce

Teaching science and technology in the early years (3-7). 3rd ed
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Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K (2019) Teaching science and technology in the early years (3-7). 3rd ed. Routledge, Abingdon. ISBN 9781138613058

The role of the adult in supporting play
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Rekers, A and McCree, M (2022) 'The role of the adult in supporting play.' In: Waters-Davies, J, ed. Introduction to play. Sage, London, pp. 146-156. ISBN 9781529743562

The scenic route to academic attainment via emotional wellbeing outdoors
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McCree, M (2022) 'The scenic route to academic attainment via emotional wellbeing outdoors.' In: Cutting, R and Passy, R, eds. Contemporary approaches to outdoor learning: animals, the environment and new methods. Palgrave Macmillan, Cham, pp. 117-130. ISBN 9783030850944

"This is the safe. It has a number and no one else knows it": playing with mathematics
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Worthington, M, Carruthers, E and Hattingh, L (2020) '"This is the safe. It has a number and no one else knows it": playing with mathematics.' In: Thiel, O, Severina, E and Perry, B, eds. Mathematics in early childhood: research, reflexive practice and innovative pedagogy. Routledge, Abingdon, pp. 167-186. ISBN 9780367370503

Future shock, generational change and shifting eco-social identities: forest school leaders’ reasons to train
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McCree, M (2020) 'Future shock, generational change and shifting eco-social identities: forest school leaders’ reasons to train.' In: Cutter-Mackenzie, A, Malone, K and Barratt Hacking, E, eds. Research handbook on childhoodnature: assemblages of childhood and nature research. Springer, Cham, pp. 925-952. ISBN 9783319672854

Young children as scientists, designers and technologists – theories of learning
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Rose, J, Hattingh, L and McInnes, K (2019) 'Young children as scientists, designers and technologists – theories of learning.' In: Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K, eds. Teaching science and technology in the early years (3-7). 3rd ed. Routledge, Abingdon, pp. 17-35. ISBN 9781138613058

Time to play, time to think: meaningful moments in the forest
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Hattingh, L (2024) 'Time to play, time to think: meaningful moments in the forest.' European Early Childhood Education Research Journal, 32 (1). pp. 22-33. ISSN 1350-293X

Instilling positive attitudes to physical activity in childhood - challenges and opportunities for non-specialist PE teachers
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Duggan, M (2022) 'Instilling positive attitudes to physical activity in childhood - challenges and opportunities for non-specialist PE teachers.' Education 3-13: International Journal of Primary, Elementary and Early Years Education, 50 (1). pp. 129-143. ISSN 0300-4279

Supporting students’ development through collaborative reflection: interrogating cultural practices and perceptions of good practice in the context of a field trip
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Layen, S and Hattingh, L (2020) 'Supporting students’ development through collaborative reflection: interrogating cultural practices and perceptions of good practice in the context of a field trip.' Early Years, 40 (3). pp. 306-318. ISSN 0957-5146

Examining the concept of well-being and early childhood: adopting multi-disciplinary perspectives
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Lewis, A (2019) 'Examining the concept of well-being and early childhood: adopting multi-disciplinary perspectives.' Journal of Early Childhood Research, 17 (4). pp. 294-308. ISSN 1476-718X

Cultural brokering with Syrian refugee families with young children: an exploration of challenges and best practices in psychosocial adaptation
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Yohani, S, Kirova, A, Georgis, R, Gokiert, R, Mejia, T and Chiu, M (2019) 'Cultural brokering with Syrian refugee families with young children: an exploration of challenges and best practices in psychosocial adaptation.' Journal of International Migration and Integration, 20. pp. 1181-1202. ISSN 1488-3473