Publications from OMEP UK

Publications

The International Journal of Early Childhood is issued twice yearly. The UK national committee includes the costs for each member to receive a copy of the Journal as part of the membership fees and these are available only to OMEP members in hard copy. The Journal is always keen to receive articles from members around the world.

Updates are published as frequently as possible and these papers explore current issues and research.

Recent issues are available from the Downloads section >>

Updates 2009 – Personal, Social and Emotional Development

No. 133:
Physical Development in the Early Years, Angela D Nurse
No. 134:
Charlie Goes to school, Stephanie Widdows
No. 135:
Personal, Social and Emotional Development, Linzy Shaw and Lisa Fryer
No. 136:
‘All learning together’ – Transformative learning in early years settings in Kent: An evaluation of SPARKLE, Dr Eve Hutton
No. 137:
A Case Study: One child helping children in another country, Dr Catherine Meehan
No. 138:
A Visit to Summerhill School, Edwina Mitchell
No. 139:
What is happening to our children and childhood? Edwina Mitchell

Updates 2008 – Play in Various Settings

No. 129:
Establishing a Play-based Curriculum for Children with Autism in Nigeria, Diana Seach
No. 130
Free Play for all Ages, Chris Taylor
No. 131
Play in Hospital, Norma Jun-Tai
No. 132
Superheroes and Gunplay in Classrooms and Settings: Will Boys Be Boys? Lynda Germaney & Lucy Whentringhame

Updates 2007 – Early Years Professional Status

No. 123:
My Experiences as Project Manager for EYPS Phase 1, Maureen O’Haga
No. 124:
The Pros and Cons of being a Lead Assessor, Julie Vaggers
No. 125:
Early Years Professional Status – As Experienced by Two Assessors, Hazel Locke & Sue Cook
No. 126:
My Experiences As An EYPS Candidate On The Phase 1 Pilot, Sharon Goate
No. 127:
Specialist Teacher or ‘Social Pedagogue’? A review of EYPS, Clair Stevens
No. 128:
EYPS Mentor, Alison Walker

Updates 2006, Looking Forward: Looking Back

No. 120:

How might the Transition of five-year-old children be supported by the Curriculum? A comparative study between Wales and Finland, Hilary Fabian and Tuija Turunen

No. 121:

Transitions into Higher Education, Karen Grimshaw

No. 122:

A Tribute to a No-nonsense Dowager: Lady Allen of Hurtwood (1897-1976) and An Outline of the work of the Lady Allen Memorial Trust, Dorothy Selleck

Updates 2005, Working in partnership

No. 117:

Inter-agency collaboration and co-operation, Jillian Woodcock and Hilary Fabian

No. 118:

Collaborating for Effective Early Childhood Education and Care: can policy translate to practice? Jane Murray

No. 119:

A 'Box full of feelings': developing emotional intelligence in a nursery community, Polly Dyer

Updates 2004, Improving Continuity of Experience for Children from Nursery to Primary

No. 112:

Transitions in Wales: Foundation Phase to Key Stage 2, Dr Hilary Fabian and Jillian Woodcock

No. 113:

Becoming sociable and co-operative: recognising progression in children's learning through play from aged three to seven years, Professor Pat Broadhead

No. 114:

Teaching and Care-giving in Icelandic Playschools, Professor Jóhanna Einarsdóttir

No. 115:

Weaving Webs of support for children's transition to school, Dr Kay Margetts

No. 116:

'School is like preschool but you can't make noise': Young children's views of continuity from preschool (nursery) to school, Professor Sue Dockett and Bob Perry

DVD

If you are interested in purchasing one of our DVDs please download the order form here >>

Playing to learn: the Foundation Stage (2003) is a DVD published to assist with training. It illustrates how play can be a means through which children acquire all the necessary skills identified in the Curriculum Guideline published at that time. There is also material available to assist students with observations.

The Developing Child – the Early Years Foundation Stage (2009) is a DVD to help with understanding the EYFS. Footage of children from birth to five is linked to the Themes and Commitments of the EYFS as defined in the guidelines published for those working in the Foundation Stage in England and Wales. Because these links need not feature significantly the material will be of use to those working in other countries – wherever students want to consider how children develop and how this can be supported.