Research

Within the Department for Childhood and Family Studies there is a thriving research culture, covering a wide range of areas in Childhood and Family Studies.

Paula Hamilton

Inclusive Practice

Paula’s research interest lies in various issues associated with inclusion, diversity and well-being, particularly within educational settings. Her PhD study (2007 to 2011), which focussed on the inclusion of migrant worker children in primary schools in North East Wales, draws upon the following fields of academic study; inclusive education; educational transitions; second language acquisition; school and home partnerships; racial prejudice and promoting children’s understanding of multiculturalism and aspects of diversity.

Karen Southern

Workforce Development

Karen’s research interest lies in the assessment and enhancement of quality within child and family settings. She is also interested in raising the profile and quality of qualifications and training for practitioners within the child and family sector. Karen’s current PhD study focuses on the perceptions of quality in day care services.

Liz Sheen

Technology

Liz’s research interests lies in the use of technology to support the learning and development of both children and adults. Working with adults, Liz studies the use of technology to enable non-traditional students to access learning on a flexible and fully supported basis. Her PhD looks at practitioner perceptions of the use of technology with children under the age of five. 

Ruth Davies

Outdoor Classroom

Ruth’s research project aims to investigate, within a range of Foundation Phase settings, how the outdoor classroom is used by children and practitioners and to ascertain the importance placed on the outdoors by children, parents and practitioners.

Through a critical review of literature and government research in this area, as well as a critical scrutiny of pedagogical practice it is hoped to establish firstly the extent to which this learning environment is advantageous for stakeholders; secondly the commitment of adults to exploit the full potential of the outdoor classroom; thirdly, the management of this learning environment by practitioners.