Boy flying kite with Dad
The Children and Families node of excellence within Plymouth Institute of Education focuses on the lives of children and families and the professionals who work with them. The node comprises an interdisciplinary group of researchers and professionals with a breadth of knowledge and expertise on the lives and experiences of children and families; working with children and families; and practices of social inclusion and justice in the field of children and families. 
Members of the node specialise in considering theoretical perspectives on, and their practical consequences for, the lives of children and families and those who work with them locally, nationally and internationally. The research activity of the group involves working in partnership with children, families, professionals and academics to question and enrich theories, policies and practices relevant to the lives of children and families.

Selected publications

Sorzio P & Campbell Barr V 2019 'The Reggio Approach in Motion. Documenting Experiences, Reflecting upon Practice and Disseminating the Ideas' Journal of Childhood Studies 44, (5) 1-12

Campbell Barr V 2019 'Professional Knowledges for Early Childhood Education and Care' Journal of Childhood Studies 44, (1) 134-146

Carter Dillon R. (2013) 'A critique of euro-centric perspectives on early childhood education and care in the Gambia' in Georgeson, J. and Payler, J. (Eds) International Perspectives on Early Childhood Education and Care. Maidenhead: Open University Press.

Lavelle M 2015 'A Storm in a Tea-Cup? ‘Making a Difference’ in Two Sure Start Children's Centres' Children & Society 29, (6) 583-592

Webber L 2017 'A school’s journey in creating a relational environment which supports attachment and emotional security' Emotional and Behavioural Difficulties 1-15

Wickett K (2019) 'An Empirical Approach to Preparing Children for School: Exploring the relationships between parents, practitioners and teachers', London: Routledge

Hohmann U (2018) 'Found in translation: an analytical framework to explore national and regional Early Childhood Education and Care systems'. Early Years, pp. 1-13.

More articles from this research group