Dr Kate Smith
| Name | Dr Kate Smith |
|---|---|
| Job title | Associate |
| Research institute | School of Teacher Education |
| ORCID | https://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.12256The 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. 187-196Researching 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 EducationTowards 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/10.1080/09575146.2015.1025370Young 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).566
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