Building a community of enquiry with students on a foundation degree in early years

References

• Bion, W. R. 1961. Experiences in Groups. London: Tavistock.
   Google Scholar
• Bolton, G. 2010. Reflective Practice: Writing and Professional Development. London: Sage.
   Google Scholar
• Brownlee, J., and D. Berthelsen. 2006. “Personal Epistemology and Relational Pedagogy in Early Childhood Teacher Education Programs.” Early Years: An International Journal of Research 26 (1): 17–29.
   Google Scholar
• Burgh, G., and M. Yorshansky. 2011. “Communities of Inquiry: Politics, Power and Group Dynamics.” Educational Philosophy and Theory 43 (5): 436–452.
   Web of Science ®Google Scholar
• Cannella, G. 2002. Deconstructing Early Childhood Education: Social Justice and Revolution: Rethinking Childhood 2. New York: Peter Lang.
   Google Scholar
• Carr, W., and S. Kemmis. 1986. Becoming Critical: Education, Knowledge and Action Research. Lewes: Falmer.
   Google Scholar
• Chouliaraki, L., and N. Fairclough. 1999. Discourse in Late Modernity: Rethinking Critical Discourse Analysis. Edinburgh: Edinburgh University Press.
   Google Scholar
• Colley, H. 2006. “Learning to Labour with Feeling: Class, Gender and Emotion in Childcare Education and Training.” Contemporary Issues in Early Childhood 7 (1): 15–29. doi:10.2304/ciec.2006.7.1.15.
   Google Scholar
• DCSF. 2003. Every Child Matters. London: TSO.
   Google Scholar
• DCSF. 2008. 2020 Children and Young People’s Workforce Strategy. Nottingham: DCSF Publications.
   Google Scholar
• DCSF. 2009. Background to Every Child Matters. Accessed October 29, 2013. http://webarchive.nationalarchives.gov.uk/20101220152811/http://dcsf.gov.uk/everychildmatters/about/background/background/.
   Google Scholar
• Demissie, F., C. Burnett, M. Haynes, and S. Sharpe. 2009. “‘Now I feel like I am at university’: Using the Philosophy for Children (P4C) Approach to Promote Engagement and Academic Literacy Amongst Undergraduate Students.” In Centre for Promoting Learner Autonomy Case Studies, Volume 1, edited by I. Moore, J. Elving-Hwang, K. Garnett, and C. Corker. Sheffield Hallam University: CPLA.
   Google Scholar
• Dewey, J. 1916. Democracy and Education. An Introduction to the Philosophy of Education. 1966th ed. New York: Free Press.
   Google Scholar
• Elliot, J. 2012. “In What Respects Might Educational Action Research be Said to Possess a Spiritual Dimension?” Second International Conference on Value and Virtue in Practice-based Research: Articulating our Values and Virtues, York St John University, July 11–12.
   Google Scholar
• Freire, P. 1996. Pedagogy of the Oppressed. London: Penguin.
   Google Scholar
• Golding, C. 2011. “Educating Philosophically: The Educational Theory of Philosophy for Children.” Educational Philosophy and Theory 43 (5): 413–414.
   Web of Science ®Google Scholar
• Gubbins, C., and S. MacCurtain. 2008. “Understanding the Dynamics of Collective Learning: The Role of Trust and Social Capital.” Advances in Developing Human Resources 10 (4): 578–599.
   Google Scholar
• Haynes, J. 2008. Children as Philosophers: Learning Through Enquiry and Dialogue in the Primary Classroom. 2nd ed. London: Routledge.
   Google Scholar
• Higher Education Academy. 2013. Critical Thinking. Accessed October 29. http://www.heacademy.ac.uk/resources/detail/internationalisation/isl_critical_thinking
   Google Scholar
• Langford, R. 2008. “Making a Difference in the Lives of Young Children: A Critical Analysis of a Pedagogical Discourse for Motivating Young Women to Become Early Childhood Educators.” Canadian Journal of Education 31 (1): 78–101.
   Google Scholar
• Lipman, M. 1988. Philosophy Goes to School. Philadelphia, PA: Temple University Press.
   Google Scholar
• Lipman, M. 2003. Thinking in Education. Cambridge: Cambridge University Press.
   Google Scholar
• MacNaughton, G. 2005. Doing Foucault in Early Childhood Studies. Abingdon: Routledge.
   Google Scholar
• McNiff, J. 2010. Action Research for Professional Development: Concise advice for new (and experienced) action researchers. Dorset: September Books.
   Google Scholar
• Moss, P. 2010. We Cannot Continue as We Are: The Educator in an Education for Survival. Available at: http://eprints.ioe.ac.uk/5580/1/Moss2010Wecannot20.pdf.
   Google Scholar
• Nutbrown, C. 2012a. Review of Early Education and Childcare Qualifications. Interim Report. http://media.education.gov.uk/MediaFiles/.
   Google Scholar
• Nutbrown, C. 2012b. Foundations for Quality: The Independent Review of Early Education and Childcare Qualifications. Final Report. http://media.education.gov.uk/MediaFiles/.
   Google Scholar
• Osgood, J. 2006. “Deconstructing Professionalism in Early Childhood Education: Resisting the Regulatory Gaze.” Contemporary Issues in Early Childhood 7 (1): 5–14.
   Google Scholar
• Osgood, J. 2010. “Reconstructing Professionalism in ECEC: The Case for the ‘Critically Reflective Emotional Professional’.” Early Years: An International Journal of Research and Development 30 (2): 119–133.
   Google Scholar
• Ryan, S. and S. Grieshaber 2005. “Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education.” Journal of Teacher Education 56 (1): 34–45.
   Web of Science ®Google Scholar
• SAPERE (Society for Advancing Philosophical Enquiry and Reflection). 2010. SAPERE Handbook to Accompany the Level 1 Course: An Introduction to Philosophical Enquiry. 3rd ed. Oxford: Fairprint.
   Google Scholar
• Schon, D. 1983. The Refelective Practitioner: How Professionals Think in Action. London: Temple Smith.
   Google Scholar
• Skeggs, B. 1997. Formations of Class and Gender. London: Sage.
   Google Scholar
• Stronach, I., B. Corbin, O. MacNamara, S. Stark, and T. Warne. 2003. “Towards an Uncertain Politics of Professionalism: Teacher and Nurse Identities in Flux.” Journal of Education Policy 17 (1): 109–138.
   Web of Science ®Google Scholar
• Vansieleghem, N., and D. Kennedy. 2011. “What is Philosophy for Children, What is Philosophy with Children - After Matthew Lipman.” Journal of Philosophy of Education 45 (2): 171–182.
   Web of Science ®Google Scholar
• Vincent, C., and A. Braun. 2013. “Being ‘fun’ at Work: Emotional Labour, Class, Gender and Childcare.” British Educational Research Journal 39 (4): 751–768.
   Web of Science ®Google Scholar
• Webb, S., J. Brine, and S. Jackson. 2006. “Gender, Foundation Degrees and the Knowledge‐driven Economy.” Journal of Vocational Education & Training 58 (4): 563–576.
   Google Scholar
• Wood, E. 2011. “Listening to Young Children: Multiple Voices, Meanings and Understandings.” In Developing Reflective Practice in the Early Years, edited by A. Paige-Smith and A. Craft. Maidenhead: OUP.
   Google Scholar