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Early Child Development and Care Volume 188, 2018 - Issue 7: Young Children’s Emotional Experiences
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Love, satisfaction and exhaustion in the nursery: methodological issues in evaluating the impact of Work Discussion groups in the nursery

Peter ElferEarly Childhood Research Centre, University of Roehampton, London, UKCorrespondence[email protected]
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Sue GreenfieldEarly Childhood Research Centre, University of Roehampton, London, UKView further author information
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Sue RobsonEarly Childhood Research Centre, University of Roehampton, London, UKView further author information
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Dilys WilsonEducation Department, Middlesex University, London, UKView further author information
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Antonia ZachariouEarly Childhood Research Centre, University of Roehampton, London, UKView further author information
Pages 892-904 | Received 23 Feb 2018, Accepted 25 Feb 2018, Published online: 16 Mar 2018

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Angela Hodgkins. (2024) Exploring early childhood practitioners’ perceptions of empathy with children and families: initial findings. Educational Review 76:2, pages 223-241.
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Bárbara Tadeu & Amélia Lopes. (2023) Parental decision-making for a baby room in daycare centres: conceptions, motivations and influential factors. International Journal of Early Years Education 31:4, pages 1003-1017.
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Sara Barros Araújo, Susana Esteves & Margarida Marta. (2023) On becoming an infant-toddler pedagogue: perceived contributions of heuristic play in initial professional education. Early Years 43:3, pages 545-560.
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Valeria Scacchi. (2023) Reconceptualising professional learning and development through a Froebelian lens: early childhood educators’ perspectives on professional identities in the UK and Italy, where is the love?. Early Years 43:3, pages 590-605.
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Caroline Guard. (2023) ‘It’s the little bits that you have enabled me to see’. Reconceptualising the voices of babies using the video interaction dialogue model with early years educators. Early Years 43:3, pages 606-625.
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Peter Elfer & Dilys Wilson. (2023) Talking with feeling: using Bion to theorise ‘work discussion’ as a model of professional reflection with nursery practitioners. Pedagogy, Culture & Society 31:1, pages 165-183.
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Lida Anagnostaki, Artemis Mandilari & Nefeli Marazopoulou. (2021) Work discussion groups in Greek nurseries: the experience of facilitators and participants. Journal of Child Psychotherapy 47:2, pages 238-254.
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Jane Murray. (2018) Value/s in early childhood education. International Journal of Early Years Education 26:3, pages 215-219.
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Peter Elfer, Katy Dearnley & Dilys Wilson. (2018) Work Discussion in English nurseries: reflecting on their contribution so far and issues in developing their aims and processes; and the assessment of their impact in a climate of austerity and intense audit. Infant Observation 21:2, pages 189-203.
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Wilfried Datler, Margit Datler & Michael Wininger. (2018) Evaluating the impact of Work Discussion techniques on the formation of psychoanalytic skills and attitudes: research designs and first results. Infant Observation 21:2, pages 204-219.
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Angela Hodgkins, Peter Gossman, Rachael Paige & Richard Woolley. ‘We cry together every day’ – expressing complex emotion in research with early childhood practitioners. Early Years 0:0, pages 1-15.
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Articles from other publishers (2)

Anabel Corral-Granados, Ana María Martínez-Martínez, Carlos Sánchez-Muñoz & Noelia Navarro-Gómez. (2023) Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis. Education Sciences 13:5, pages 515.
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Celeste Foster. (2020) Investigating the impact of a psychoanalytic nursing development group within an adolescent psychiatric intensive care unit (PICU). Archives of Psychiatric Nursing 34:6, pages 481-491.
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