Explorations of interagency working in speech, language and communication in England

Conference paper

Godfrey, R., Powell, S., Soan, S. and Tod, J. 2007. Explorations of interagency working in speech, language and communication in England.
AuthorsGodfrey, R., Powell, S., Soan, S. and Tod, J.
TypeConference paper
Year2007
ConferenceEuropean Conference for Educational Research
Publication process dates
Deposited14 Jul 2011
Permalink -

https://repository.canterbury.ac.uk/item/863w2/explorations-of-interagency-working-in-speech-language-and-communication-in-england

  • 94
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month

Export as

Related outputs

Student teachers' positive perceptions of characteristics and personality of people on the autism spectrum: “Challenging in a positive way”
Soan, S., Lindblom, A., Dindar, K., Karna, E. and Carew, Mark, T. 2023. Student teachers' positive perceptions of characteristics and personality of people on the autism spectrum: “Challenging in a positive way”. Journal of autism and developmental disorders. https://doi.org/https://doi.org/10.1007/s10803-023-06151-y
Editorial
Sue Soan 2023. Editorial. Practice: Contemporary Issues in Practioner Education. 5 (2), pp. 87-89. https://doi.org/10.1080/25783858.2023.2267387
Inclusive education theory and practice: moving from special educational needs to equity
Soan, S. and Monsen, J. 2023. Inclusive education theory and practice: moving from special educational needs to equity. Maidenhead Open University Press.
Inclusion and special educational needs
Soan, S. 2022. Inclusion and special educational needs. in: Cooper, H. and Elton-Chalcraft, S. (ed.) Professional Studies in the Primary School London SAGE.
Inclusion and special educational needs
Soan, S. 2022. Inclusion and special educational needs. in: Cooper, H. and Elton-Chalcraft, S. (ed.) Professional Studies in the Primary School London SAGE. pp. 176-196
The Coproduction illusion: considering the relative success rates and efficiency rates of securing an Education, Health and Care plan when requested by families or education professionals
Boddison, A. and Soan, S. 2021. The Coproduction illusion: considering the relative success rates and efficiency rates of securing an Education, Health and Care plan when requested by families or education professionals. Journal of Research in Special Educational Needs. 22 (2), pp. 91-104. https://doi.org/10.1111/1471-3802.12545
Editorial
Soan, S. and Appleby, B. 2021. Editorial. PRACTICE: Contemporary Issues in Practitioner Education. 3 (1), pp. 1-4. https://doi.org/10.1080/25783858.2021.1901008
Universal approaches to support children’s physical and cognitive development in the early years
Soan, S. and Hutton, E. 2021. Universal approaches to support children’s physical and cognitive development in the early years. Abingdon, Oxon Routledge.
Is the employment of pastoral support staff (PSS) working with students with social, emotional and mental health (SEMH) needs changing the role and responsibilities of teachers in London and South East England?
O'Toole, A. and Soan, S 2021. Is the employment of pastoral support staff (PSS) working with students with social, emotional and mental health (SEMH) needs changing the role and responsibilities of teachers in London and South East England? Pastoral Care in Education. 40 (2), pp. 197-216. https://doi.org/10.1080/02643944.2021.1918227
Challenges of multi-professional working within one English Higher Education Institution: ‘We hit a giant’: is this a shared experience?
Soan, S., Delahunt, T. and Le Moine, G. 2020. Challenges of multi-professional working within one English Higher Education Institution: ‘We hit a giant’: is this a shared experience? PRACTICE. https://doi.org/10.1080/25783858.2020.1831888
Predictors and mediators of European student teacher attitudes toward autism spectrum disorder
Lindblom, A., Dindar, K., Soan, S., Kärnä, E., Roos, C. and Carew, M.T. 2020. Predictors and mediators of European student teacher attitudes toward autism spectrum disorder. Teaching and Teacher Education. 89 (102993), pp. 1-10. https://doi.org/10.1016/j.tate.2019.102993
Caring for babies and children under three: the contribution of Froebelian principles
Powell, S. and Elfer, P. 2018. Caring for babies and children under three: the contribution of Froebelian principles. in: Bruce, T., Elfer, P., Powell, S. and Werth, L. (ed.) The Routledge International Handbook of Froebel and Early Childhood Practice: Re-articulating Research and Policy. London Routledge. pp. 148-153
Mother’s songs in daycare for babies
Powell, S. and Goouch, K. 2017. Mother’s songs in daycare for babies. in: Bruce, T., Elfer, P. and Werth, L. (ed.) The Routledge International Handbook of Froebel and Early Childhood Practice: Re-articulating Research and Policy. London Routledge.
Shaking off the cloak of ‘certainty’ and embracing ethical dilemmas in baby rooms research
Powell, S. and Goouch, K. 2017. Shaking off the cloak of ‘certainty’ and embracing ethical dilemmas in baby rooms research. New Zealand Journal of Infant and Toddler Education: The First Years Ngā Tau Tuatahi. 19 (2), pp. 32-37.
Providing support to senior managers in schools via ‘clinical’ supervision: a restorative and purposeful professional and personal space
Reid, H. and Soan, S. 2018. Providing support to senior managers in schools via ‘clinical’ supervision: a restorative and purposeful professional and personal space. Professional Development in Education.
Des enseignants lecteurs : construire une communauté de lecteurs
Cremin, T., Mottram, M., Collins, F., Powell, S. and Safford, K. 2017. Des enseignants lecteurs : construire une communauté de lecteurs. Caracteres. 56, pp. 19-35.
Mega-sporting events and children’s rights and interests – towards a better future
Dowse, S., Powell, S. and Weed, M. 2017. Mega-sporting events and children’s rights and interests – towards a better future. Leisure Studies. https://doi.org/10.1080/02614367.2017.1347698
A kaleidoscope of enquiry - showcasing examples of collaborative practice to promote inclusive learning environments
Soan, S., Hutton, E. and MacCobb, S. 2015. A kaleidoscope of enquiry - showcasing examples of collaborative practice to promote inclusive learning environments. BERA Conference 2015. Belfast 15 - 17 Sep 2015
Universal Strategies to support motor and functional skills in a sample of UK schools
Hutton, E. and Soan, S. 2015. Universal Strategies to support motor and functional skills in a sample of UK schools. Cambridge University Press.
Politics and power in the babycare business – Structural aspects of childcare provision: Eine Einführung in das Paradigma - An introduction to the paradigm
Powell, S. and Goouch, K. 2016. Politics and power in the babycare business – Structural aspects of childcare provision: Eine Einführung in das Paradigma - An introduction to the paradigm. in: Maier-Hofer, C. (ed.) Angewandte Kindheitswissenschaften - Applied Childhood Studies Germany Springer. pp. 93-106
Epilogue
Goouch, K. and Powell, S. 2015. Epilogue. in: David, T., Goouch, K. and Powell, S. (ed.) The Routledge International Handbook of Philosophies and Theories of Early Childhood Education and Care Abingdon,UK Routledge. pp. 327-330
Human rights and children's rights
Strauss, D. and Powell, S. 2015. Human rights and children's rights. in: David, T., Goouch, K. and Powell, S. (ed.) The Routledge International Handbook of Philosophies and Theories of Early Childhood Education and Care Abingdon, UK Routledge. pp. 179-188
Introduction
David, T. and Powell, S. 2015. Introduction. in: David, T., Goouch, K. and Powell, S. (ed.) The Routledge International Handbook of Philosophies and Theories of Early CHildhood Education and Care Abingdon, UK Routledge.
Towards mentoring as feminist praxis in early childhood education and care in England
Hammond, S., Powell, S. and Smith, K. 2015. Towards mentoring as feminist praxis in early childhood education and care in England. Early Years: An International Journal of Research and Development. 35 (2), pp. 139-153. https://doi.org/10.1080/09575146.2015.1025370
'Lessons learned' from introducing universal strategies designed to support the motor and functional skills of Reception and Year 1 children in a sample of primary schools in South East England
Hutton, E. and Soan, S. 2015. 'Lessons learned' from introducing universal strategies designed to support the motor and functional skills of Reception and Year 1 children in a sample of primary schools in South East England. Education 3-13: International Journal of Primary, Elementary and Early Years Education. https://doi.org/10.1080/03004279.2015.1048270
The baby room project: findings and implications
Goouch, K. and Powell, S. 2015. The baby room project: findings and implications. Early Years Educator. 17 (1), pp. 46-52. https://doi.org/10.12968/eyed.2015.17.1.38
Researching literacy lives: building communities between home and school
Cremin, T., Mottram, M., Collins, F., Powell, S. and Drury, R. 2014. Researching literacy lives: building communities between home and school. London Routledge.
Building communities of engaged readers: reading for pleasure
Cremin, T., Mottram, M., Collins, F., Powell, S. and Safford, K. 2014. Building communities of engaged readers: reading for pleasure. London Routledge.
Seeking Froebel's mother songs in daycare for babies
Powell, S., Goouch, K. and Werth, L. 2013. Seeking Froebel's mother songs in daycare for babies.
International snapshots of provision for babies and young children
Powell, S. and Goouch, K. 2013. International snapshots of provision for babies and young children. in: Pugh, G. and Duffy, B. (ed.) Contemporary Issues in the Early Years London SAGE. pp. 39-54
Young children’s choices for play opportunities – a retrospective critique of a consultation project
Powell, S. and Goouch, K. 2011. Young children’s choices for play opportunities – a retrospective critique of a consultation project.
The baby room: consulting family wish lists
Goouch, K. and Powell, S. 2011. The baby room: consulting family wish lists.
Who in the world cares for babies?
Goouch, K. and Powell, S. 2010. Who in the world cares for babies?
Who cares for babies?
Goouch, K. and Powell, S. 2012. Who cares for babies?
A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum
Maynard, T., Moss, J., Bowie, R. A., Christie, S., Bainbridge, A., Barnes, J., Blamires, M., Hassett, A., Powell, S., Robinson, S. and Canterbury Christ Church University 2013. A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum.
The baby room: principles, policies and practice
Goouch, K. and Powell, S. 2013. The baby room: principles, policies and practice. Maidenhead, Berkshire, UK Open University Press.
Foundations of character: methodological aspects of a study of character development in three- to six-year-old children with a focus on sharing behaviours
Arthur, J., Powell, S. and Lin, H. 2012. Foundations of character: methodological aspects of a study of character development in three- to six-year-old children with a focus on sharing behaviours. European Early Childhood Education Research Journal. https://doi.org/10.1080/1350293X.2012.707413
Building communities: teachers researching literacy lives
Cremin, T., Mottram, M., Powell, S. and Drury, R. 2012. Building communities: teachers researching literacy lives. Improving Schools. 15 (2), pp. 101-115.
Whose hand rocks the cradle? Parallel discourses in the baby room
Powell, S. and Goouch, K. 2012. Whose hand rocks the cradle? Parallel discourses in the baby room. Early Years: An International Journal of Research and Development. 32 (2), pp. 113-128. https://doi.org/10.1080/09575146.2012.687865
Orchestrating professional development for baby room practitioners: raising the stakes in new dialogic encounters
Goouch, K. and Powell, S. 2012. Orchestrating professional development for baby room practitioners: raising the stakes in new dialogic encounters. Journal of Early Childhood Research. 11 (1), pp. 78-92. https://doi.org/10.1177/1476718X12448374
Removing barriers to achievement: the changing role of the SENCO
Tod, J. 2004. Removing barriers to achievement: the changing role of the SENCO. SENCO Update. 56, pp. 4-5.
Guest editorial
Ellis, S., Tod, J. and Blamires, M. 2006. Guest editorial. Support for Learning. 21 (4), pp. 167-168. https://doi.org/10.1111/j.1467-9604.2006.00426.x
Report to the Creative Foundation on the Folkestone Triennial Review
van Vuuren, W., Jackson, A., Powell, S. and Apps, J. 2012. Report to the Creative Foundation on the Folkestone Triennial Review.
Reflection, renewal and reality: teachers' experience of special educational needs and inclusion. Interim report
Ellis, S., Tod, J. and Graham-Matheson, L. 2011. Reflection, renewal and reality: teachers' experience of special educational needs and inclusion. Interim report. Birmingham NASUWT.
Reflection, renewal and reality: teachers' experience of special educational needs and inclusion
Ellis, S., Tod, J. and Graham-Matheson, L. 2012. Reflection, renewal and reality: teachers' experience of special educational needs and inclusion. Birmingham NASUWT.
Special needs and inclusion: reflection and renewal
Ellis, S., Tod, J. and Graham-Matheson, L. 2008. Special needs and inclusion: reflection and renewal. Birmingham NASUWT.
Early childhood education and care
Powell, S. 2012. Early childhood education and care. in: Arthur, J. and Peterson, A. (ed.) The Routledge Companion to Education Abingdon Routledge. pp. 171-178
Speech and language
Tod, J. and Blamires, M. 1999. Speech and language. London David Fulton.
IEPs and inclusive educational practice
Tod, J. 2000. IEPs and inclusive educational practice.
Introduction: mapping special educational needs: decisions, routes and destinations
Tod, J. and Gains, C. 1999. Introduction: mapping special educational needs: decisions, routes and destinations. Support for Learning. 14 (4), pp. 150-151. https://doi.org/10.1111/1467-9604.00121
Emotional and Behavioural Difficulties
Cornwall, J. and Tod, J. 1998. Emotional and Behavioural Difficulties. London David Fulton.
Implementing effective practice
Tod, J., Castle, F. and Blamires, M. 1998. Implementing effective practice. London David Fulton.
Meeting the social and emotional needs of gifted and talented learners
Soan, S. 2007. Meeting the social and emotional needs of gifted and talented learners.
Reflective reader: primary special educational needs
Soan, S. 2005. Reflective reader: primary special educational needs. Exeter Learning Matters.
Kent healthy early years pilot
Robinson, S., Meehan, C. and Powell, S. 2010. Kent healthy early years pilot.
Building self-esteem and resilience to help LAC achieve their potential
Soan, S. 2010. Building self-esteem and resilience to help LAC achieve their potential.
Gifted and talented pupils: can and do they underachieve?
Soan, S. 2010. Gifted and talented pupils: can and do they underachieve? in: Ekins, A. (ed.) Understanding and Tackling Underachievement: Whole-school Strategies to Meet the Needs of Vulnerable Children in Primary Schools London, UK Optimus Education. pp. 127-156
Underachievement and looked after children
Soan, S. 2010. Underachievement and looked after children. in: Ekins, A. (ed.) Understanding and Tackling Underachievement: Whole-school Strategies to Meet the Needs of Vulnerable Children in Primary Schools London, UK Optimus Education. pp. 183-212
Improving the outcomes of looked after children
Soan, S. 2010. Improving the outcomes of looked after children. London, UK Optimus Education.
Developing character and values in the early years: foundations of character
Arthur, J., Powell, S. and Lin, H. 2010. Developing character and values in the early years: foundations of character. University of Birmingham Learning for Life.
Report to Folkestone Harbour Company: Results of consultations on Folkestone seafront - a new approach
van Vuuren, W., Powell, S. and Apps, J. 2010. Report to Folkestone Harbour Company: Results of consultations on Folkestone seafront - a new approach. Folkestone Harbour Company.
The dyslexic child
Povey, R. and Tod, J. 1993. The dyslexic child. in: Varma, V. (ed.) How and Why Children Fail London Jessica Kingsley.
Skills for primary schools: movement and co-ordination resources
Hutton, E. and Soan, S. 2010. Skills for primary schools: movement and co-ordination resources. Support for Learning. 25 (3), pp. 116-121. https://doi.org/10.1111/j.1467-9604.2010.01449.x
Individualised learning in a group setting
Tod, J. and Fairman, A. 2001. Individualised learning in a group setting. in: Peer, L. and Reid, G. (ed.) Dyslexia: Successful Inclusion in Secondary School London David Fulton. pp. 188-199
Enabling inclusion for individuals
Tod, J. 2001. Enabling inclusion for individuals. in: O'Brien, T. (ed.) Enabling Inclusion: Blue Skies… Dark Clouds London The Stationery Office. pp. 21-35
Kent Healthy Early Years pilot: practitioners' and parents' views
Robinson, S., Meehan, C. and Powell, S. 2010. Kent Healthy Early Years pilot: practitioners' and parents' views. Kent County Council Extended Schools Service/East Kent Coastal and West Kent PCTs.
The baby room project
Powell, S. and Goouch, K. 2010. The baby room project.
Healthy early years
Robinson, S., Meehan, C. and Powell, S. 2010. Healthy early years.
''Not allowed to kiss the babies.'' Complexities and contradictions in 'baby room' policies and practice
Powell, S. 2010. ''Not allowed to kiss the babies.'' Complexities and contradictions in 'baby room' policies and practice.
Who cares?
Goouch, K. and Powell, S. 2010. Who cares? Nursery World.
Play and prescription: the impact of national developments in England
David, T., Goouch, K. and Powell, S. 2010. Play and prescription: the impact of national developments in England. in: Kernan, M. and Singer, E. (ed.) Peer Relationships in Early Childhood: Education and Care Abingdon, UK Routledge. pp. 49-60
Behaviour for learning: proactive approaches to behaviour management
Ellis, S. and Tod, J. 2009. Behaviour for learning: proactive approaches to behaviour management. Abingdon, UK Routledge.
Providing for inclusion
Ellis, S. and Tod, J. 2010. Providing for inclusion. in: Arthur, J. and Cremin, T. (ed.) Learning to Teach in the Primary School Abingdon, UK Routledge. pp. 258-273
Individual education plans: inclusive educational practices?
Tod, J. 1999. Individual education plans: inclusive educational practices? Support for Learning. 14 (4), pp. 184-188. https://doi.org/10.1111/1467-9604.00128
Applying the principles of the code of practice to pupils with specific learning difficulties and dyslexia
Tod, J. 1997. Applying the principles of the code of practice to pupils with specific learning difficulties and dyslexia. in: Fawcus, M. (ed.) Children with Learning Difficulties: A Collaborative Approach to their Education and Management Chichester Wiley.
Specific learning difficulties (SpLD)/dyslexia
Tod, J. and Soan, S. 2004. Specific learning difficulties (SpLD)/dyslexia. in: Soan, S. (ed.) Additional Educational Needs: Inclusive Approaches to Teaching London David Fulton. pp. 190-206
Speech, language and communication needs (SLCN)
Tod, J. and Soan, S. 2004. Speech, language and communication needs (SLCN). in: Soan, S. (ed.) Additional Educational Needs: Inclusive Approaches to Teaching London David Fulton. pp. 170-189
Managing behaviour for learning
Crisp, J. and Soan, S. 2003. Managing behaviour for learning. in: Alfrey, C. (ed.) Understanding Children's Learning: A Text for Teaching Assistants London David Fulton. pp. 152-165
Including SENCOs in behaviour improvement: an exploration of the behaviour and attendance strands of the National Strategies
Ellis, S. and Tod, J. 2005. Including SENCOs in behaviour improvement: an exploration of the behaviour and attendance strands of the National Strategies. Support for Learning. 20 (2), pp. 83-89. https://doi.org/10.1111/j.0268-2141.2005.00366.x
Are the needs of children and young people with social, emotional and behavioural needs being served within a multi-agency framework?
Soan, S. 2006. Are the needs of children and young people with social, emotional and behavioural needs being served within a multi-agency framework? Support for Learning. 21 (4), pp. 210-215. https://doi.org/10.1111/j.1467-9604.2006.00434.x
Inclusion and special needs: can education successfully encompass both?
Soan, S. 2007. Inclusion and special needs: can education successfully encompass both? in: Nurse, A. (ed.) The New Early Years Professional: Dilemmas and Debates London Routledge. pp. 137-152
Beginning at the beginning
David, T. and Powell, S. 2007. Beginning at the beginning. in: Moyles, J. (ed.) Beginning Teaching Beginning Learning Maidenhead Open University Press.
Developing teachers' knowledge of children's literature: teachers as readers, phase II
Collins, F., Cremin, T., Mottram, M., Powell, S. and Safford, K. 2009. Developing teachers' knowledge of children's literature: teachers as readers, phase II. Books for Keeps. 179, pp. 80-99.
Hide and seek: values in early childhood education and care
Powell, S. 2010. Hide and seek: values in early childhood education and care. British Journal of Educational Studies. 58 (2), pp. 213-229. https://doi.org/10.1080/00071001003752195
Parent education in the People's Republic of China
Powell, S. 1998. Parent education in the People's Republic of China.
Early childhood in China: diaries as research tools
Powell, S. 1998. Early childhood in China: diaries as research tools.
Childhood in England and China
David, T. and Powell, S. 1998. Childhood in England and China.
Constructing early childhood in China
Powell, S. 2000. Constructing early childhood in China.
The influence of culture on play
Powell, S. 2003. The influence of culture on play.
Remembering risk and resilience in work with young families
Powell, S. 2004. Remembering risk and resilience in work with young families.
Friend or FLO? Identity formation for school-based family liaison workers
Powell, S. and Soan, S. 2004. Friend or FLO? Identity formation for school-based family liaison workers.
Gender issues in Chinese early childhood
Powell, S. 2004. Gender issues in Chinese early childhood.
School-based family liaison officers: negotiated professional identities and related outcomes for children and families
Powell, S. and Soan, S. 2004. School-based family liaison officers: negotiated professional identities and related outcomes for children and families.
Young children's views on play: methods and findings from a research and consultation project
Goouch, K. and Powell, S. 2005. Young children's views on play: methods and findings from a research and consultation project.
Young children's views on play: methods and findings from a research and consultation project
Powell, S. and Goouch, K. 2005. Young children's views on play: methods and findings from a research and consultation project.
Involving children in strategic planning for play
Powell, S. 2006. Involving children in strategic planning for play.
The value of play in England's national policies
Powell, S. 2008. The value of play in England's national policies.
Reading teachers and children: stories from TARS II
Powell, S. 2008. Reading teachers and children: stories from TARS II.
Working together for young children: messages from research
Powell, S. 2009. Working together for young children: messages from research.
Constructions of early childhood in China
Powell, S. 2001. Constructions of early childhood in China. PhD Thesis University of Kent Education
Children's participation in democratic decision-making: outcomes evidence
Powell, S. 2009. Children's participation in democratic decision-making: outcomes evidence. Kent County Council.
A systematic review of learning behaviour in school contexts
Powell, S. and Tod, J. 2004. A systematic review of learning behaviour in school contexts. TDA/EPPI-Centre.
Evaluation of Leicester Children's Fund: final report
Powell, S., Bailey, R. and Stewart, Y. 2004. Evaluation of Leicester Children's Fund: final report. Leicester Children's Fund.
Evaluation of the Kent Family Liaison Officer Service: final report to Kent Children's Fund
Powell, S. and Stow, W. 2004. Evaluation of the Kent Family Liaison Officer Service: final report to Kent Children's Fund. Birmingham, UK University of Birmingham.
Canterbury City Council play strategy: report on a research and consultation project
Powell, S., Bailey, R. and Wellard, I. 2005. Canterbury City Council play strategy: report on a research and consultation project. Canterbury, UK Canterbury City Council.
Report on evaluation of the Malling Literacy Project
Cremin, T., Powell, S. and Precey, R. 2007. Report on evaluation of the Malling Literacy Project. Advisory Service Kent.
The TRACK project in Kent: evaluation report
Barnes, J. and Powell, S. 2008. The TRACK project in Kent: evaluation report. Future Creative.
Funding possibilities for childcare
Godfrey, R., Powell, S. and Reardon, D. 2008. Funding possibilities for childcare. Unified Child Care Agency.
Summary of key childcare (birth to 16) policies, strategies and regulations
Godfrey, R., Powell, S. and Reardon, D. 2008. Summary of key childcare (birth to 16) policies, strategies and regulations. Unified Child Care Agency.
Survey of staff and students: views on childcare
Godfrey, R., Powell, S. and Reardon, D. 2008. Survey of staff and students: views on childcare. Unified Child Care Agency.
Policies and play: the impact of national policies on children's opportunities for play
Powell, S. and Wellard, I. 2008. Policies and play: the impact of national policies on children's opportunities for play. London, UK Play England.
Building communities of readers
Cremin, T., Collins, F., Mottram, M., Powell, S. and Safford, K. 2008. Building communities of readers. Leicester, UK UK Literacy Association.
We all do good things
Powell, S. 2008. We all do good things. Canterbury, Kent People United.
The current and future markets for Playwork NVQs
Powell, S. 2009. The current and future markets for Playwork NVQs. Kent Children's Fund Network.
Children's views of their workforce
Graham-Matheson, L., Hryniewicz, L., Powell, S., Meehan, P. and Robinson, S. 2009. Children's views of their workforce. Leeds, UK Children's Workforce Network.
Students' decisions about their education and careers
Powell, S. and Kim, C. 2009. Students' decisions about their education and careers. Canterbury, Kent Aimhigher Kent and Medway.
Foundations of character: developing character and value in the early years: report summary
Arthur, J., Powell, S. and Lin, H. 2009. Foundations of character: developing character and value in the early years: report summary. University of Birmingham John Templeton Foundation.
Changing childhoods, changing minds
David, T. and Powell, S. 1999. Changing childhoods, changing minds. in: David, T. (ed.) Young Children Learning London, UK SAGE Publications Ltd. pp. 204-220
Research matters
David, T., Goouch, K. and Powell, S. 2004. Research matters. in: Abbott, L. and Langston, A. (ed.) Birth to Three Matters Maidenhead, UK Open University Press. pp. 42-55
Ethical aspects of power in research with children
David, T., Tonkin, J., Powell, S. and Anderson, C. 2005. Ethical aspects of power in research with children. in: Farrell, A. (ed.) Ethical Research with Children Maidenhead, UK Open University Press. pp. 124-137
Play in the early years: the influence of cultural difference
David, T. and Powell, S. 2005. Play in the early years: the influence of cultural difference. in: Moyles, J. (ed.) The Excellence of Play Maidenhead, UK Open University Press. pp. 242-254
The world picture
David, T., Goouch, K. and Powell, S. 2009. The world picture. in: Pugh, G. and Duffy, J. (ed.) Contemporary Issues in the Early Years London, UK SAGE Publications Ltd. pp. 33-46
Play in the early years: the influence of cultural difference
Powell, S. and David, T. 2010. Play in the early years: the influence of cultural difference. in: Moyles, J. (ed.) The Excellence of Play Maidenhead, UK Open University Press. pp. 242-254
Teachers as readers: building communities of readers
Cremin, T., Mottram, M., Collins, F., Powell, S. and Safford, K. 2009. Teachers as readers: building communities of readers. Literacy. 43 (1), pp. 11-19. https://doi.org/10.1111/j.1741-4369.2009.00515.x
Policies and play: the impact of national policies on children's opportunities for play
Powell, S. and Wellard, I. 2008. Policies and play: the impact of national policies on children's opportunities for play. London National Children’s Bureau.
Young children's relationships in the UK
David, T., Powell, S. and Goouch, K. 2010. Young children's relationships in the UK. in: Kernan, M. and Singer, E. (ed.) Young Children's Relationships in a Changing World Netherlands Routledge.
The value of play: constructions of play in government policy in England
Powell, S. 2009. The value of play: constructions of play in government policy in England. Children & Society. 23 (1), pp. 29-42. https://doi.org/10.1111/j.1099-0860.2008.00137.x
Inclusive approaches
Tod, J. and Ellis, S. 2006. Inclusive approaches. in: Arthur, J., Grainger, T. and Wray, D. (ed.) Learning to Teach in the Primary School Routledge. pp. 279-291
Strategic planning for play in England
Powell, S. 2007. Strategic planning for play in England. PlayRights Journal. 29 (4), pp. 13-17.
Positive relationships: baby room - who cares?
Goouch, K. and Powell, S. 2010. Positive relationships: baby room - who cares? Nursery World.
Movement and coordination resources for quality first teaching in primary schools
Soan, S. and Hutton, E. 2009. Movement and coordination resources for quality first teaching in primary schools. Primary First. 5, pp. 29-30.
Good practice provision for children with speech, language and communication educational needs
Tod, J., Godfrey, R., Soan, S. and Powell, S. 2007. Good practice provision for children with speech, language and communication educational needs. Department for Education and Skills.
Evaluation of the special educational needs parent partnership services in England
Rogers, R., Tod, J., Powell, S., Parsons, C., Godfrey, R., Graham-Matheson, L., Carlson, A. and Cornwall, J. 2006. Evaluation of the special educational needs parent partnership services in England. London, UK Department for Education and Skills.
Birth to three matters: a review of the literature
David, T., Goouch, K., Powell, S. and Abbott, L. 2003. Birth to three matters: a review of the literature. Department for Education and Skills. https://doi.org/RR444
Individual education plans and dyslexia: some principles
Tod, J. 2002. Individual education plans and dyslexia: some principles. in: Reid, G. and Wearmouth, J. (ed.) Dyslexia and Literacy Theory and Practice Open University Press. pp. 251-270
Inclusive Educational Practice: Literacy
Grainger, T. and Tod, J. 2000. Inclusive Educational Practice: Literacy. David Fulton.
Writing and implementing individual education plans
Tod, J. and Cornwall, J. 1998. Writing and implementing individual education plans. in: Davies, J., Garner, P. and Lee, J. (ed.) Managing Special Needs in Mainstream Schools: The Role of the SENCO London David Fulton. pp. 138-150