Dr Kate Smith


NameDr Kate Smith
Job titleAssociate
Research instituteSchool of Teacher Education
ORCIDhttps://orcid.org/0000-0001-6060-7363 (unauthenticated)

Research outputs

Supporting Early Literacies Through Play

Vincent, K. and Smith, K. 2022. Supporting Early Literacies Through Play. SAGE.

The Playful Writing Project: Exploring the synergy between play and writing with Reception class teachers

Smith, K. 2021. The Playful Writing Project: Exploring the synergy between play and writing with Reception class teachers . Literacy. 55 (3), pp. 149-158. https://doi.org/10.1111/lit.12256

The COVID generation: a Mental health pandemic in the making. The impact on mental health of children and young people during and after the COVID-19 pandemic

Clark, H., Royal, P., West, H., Cortina, M., Lubrano, M., Devalia, U., Howells, K., McManus, S., Hodgson, A., Foster, S., Musgrave, J., Salt, K., Rubenstein, B., Javor, A., Sigman, A., Bui, M., Lowther, J., Fisher, H.L., Danese, A., McGlone, F., Simpson, F., Abel, K., Milligan, L., Shenow, S., Day, K., Curtis, A., Coleman, N., Ardelean, A., Smith, K., Russell, W., Hunter, L., John, A., Brinton, H., Ford, T., Whewell, E., Smith, S., Creswell, C., Murray, A., Murray, P. and Hutchinson, C. 2021. The COVID generation: a Mental health pandemic in the making. The impact on mental health of children and young people during and after the COVID-19 pandemic. London All Party Parliamentary Group on a Fit and Healthy Childhood.

The Playful Writing Project: Exploring playful writing opportunities with reception class teachers

Smith, K. 2018. The Playful Writing Project: Exploring playful writing opportunities with reception class teachers.

Learning to be a writer: why play really matters

Smith, K. and Jackson, K. 2018. Learning to be a writer: why play really matters. Early Years Educator. 20 (4), pp. 28-30.

Inclusive policy and practice

O'Connor, S. and Bolshaw, P. 2018. Inclusive policy and practice. in: Powell, S. and Smith, K. (ed.) An Introduction to Early Childhood Studies London SAGE. pp. 187-196

Researching children as becoming writers in their first year of school

Smith, K. 2016. Researching children as becoming writers in their first year of school. PhD Thesis Canterbury Christ Church University Faculty of Education

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

Young children as ‘becoming’ writers within the context of a school classroom: creating alternative approaches to hear children through their writing activity

Smith, K. 2014. Young children as ‘becoming’ writers within the context of a school classroom: creating alternative approaches to hear children through their writing activity. He Kupu (The Word). Vol 3 (5).
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