In and out digital worlds. Hybrid-transitions as a space for children’s agency: case-studies from early years settings in Boston and London

Conference paper

Scollan, A. and Farini, F. 2018. In and out digital worlds. Hybrid-transitions as a space for children’s agency: case-studies from early years settings in Boston and London. European Sociological Association Research Network 04 (ESA RN04): Sociology of Children and Childhood Conference. Instituto de Ciências Sociais, Lisbon 23 - 25 May 2018
TypeConference paper
TitleIn and out digital worlds. Hybrid-transitions as a space for children’s agency: case-studies from early years settings in Boston and London
AuthorsScollan, A. and Farini, F.
ConferenceEuropean Sociological Association Research Network 04 (ESA RN04): Sociology of Children and Childhood Conference
Publication process dates
Deposited25 Jun 2019
Accepted23 May 2018
Output statusPublished
Web address (URL)https://esachildren2018.wordpress.com/programme/abstracts/
LanguageEnglish
Permalink -

https://repository.mdx.ac.uk/item/8857v

Log in to edit
  • 136
    total views
  • 0
    total downloads
  • 3
    views this month
  • 0
    downloads this month

Export as

Related outputs

Understanding the world matters
Boyd, D., Scollan, A. and Lee, K. 2025. Understanding the world matters. in: Lee, K. and Veale, V. (ed.) School Readiness Matters: Embedded and Threaded Transitions TACTYC. pp. 101-109
Early childhood sustainable pedagogy into and beyond the 21st century
Boyd, D., Scollan, A. and Lee, K. 2025. Early childhood sustainable pedagogy into and beyond the 21st century. in: Bradbury, A., Swailes, R. and Thompson, P. (ed.) A Manifesto for Early Childhood London, UK SAGE Publications. pp. 23-37
Solving the paradox: the social semantics of children’s right of self-determination
Farini, F. and Scollan, A. 2025. Solving the paradox: the social semantics of children’s right of self-determination. Socium. 2 (1), pp. 5-23. https://doi.org/10.62476/soc.2105
A taxonomy of trust in education: with a lens to magnify the limitations of hierarchical foundations of trust, and a key to solve the puzzle of children’s trust in teaching
Farini, F. and Scollan, A. 2025. A taxonomy of trust in education: with a lens to magnify the limitations of hierarchical foundations of trust, and a key to solve the puzzle of children’s trust in teaching. Global Studies of Childhood. https://doi.org/10.1177/20436106251398511
Environments: tools of the educational trade or networked spaces of learning? Reflections at the intersection between learning environments and intergenerational relationships
Farini, F. and Scollan, A. 2025. Environments: tools of the educational trade or networked spaces of learning? Reflections at the intersection between learning environments and intergenerational relationships. Children's Geographies. https://doi.org/10.1080/14733285.2025.2556411
Facilitation of children’s agency as dialogic education: examples from practice and reflection on practice, including a critical comparison with neo-Vygotskian methodologies
Farini, F. and Scollan, A. 2025. Facilitation of children’s agency as dialogic education: examples from practice and reflection on practice, including a critical comparison with neo-Vygotskian methodologies. Practice: Contemporary Issues in Practitioner Education. https://doi.org/10.1080/25783858.2025.2532369
A critical comparison between democratic, neo-Vygotskian and dialogic pedagogies
Farini, F. and Scollan, A. 2025. A critical comparison between democratic, neo-Vygotskian and dialogic pedagogies. Pedagogy, Culture and Society. https://doi.org/10.1080/14681366.2025.2519933
The big picture: what does sustainability look like in practice in the early years?
Boyd, D., Lee, K. and Scollan, A. 2024. The big picture: what does sustainability look like in practice in the early years? Nursery World. 2024 (9), pp. 34-35. https://doi.org/10.12968/nuwa.2024.9.34
The SHARMED project: the promotion of dialogic intercultural learning in the classroom
Baraldi, C., Farini, F and Scollan, A. 2024. The SHARMED project: the promotion of dialogic intercultural learning in the classroom. in: Race, R. (ed.) Evolving Dialogues in Multiculturalism and Multicultural Education Open University Press.
Leading engagement and learning in, out and between digital and non-digital interactions
Scollan, A. and Farini, F. 2024. Leading engagement and learning in, out and between digital and non-digital interactions. in: Guarcello, E. and Longo, A. (ed.) School children and the challenge of managing AI technologies: fostering a critical relationship through aesthetic experiences London, UK Taylor & Francis (Routledge).
How do childhood and children's rights mean what they mean? Innovating the debate around the social semantics of childhood and children's rights through an interdisciplinary approach
Farini, F. and Scollan, A. 2024. How do childhood and children's rights mean what they mean? Innovating the debate around the social semantics of childhood and children's rights through an interdisciplinary approach. Children & Society. 38 (6), pp. 2022-2035. https://doi.org/10.1111/chso.12865
Facilitating narratives of cultural identity in the classroom
Farini, F., Baraldi, C. and Scollan, A. 2024. Facilitating narratives of cultural identity in the classroom. in: Race, R. (ed.) Evolving Dialogues in Multiculturalism and Multicultural Education Milton Keynes Open University Press.
Between marginalisation and agency. Primary school teachers’ narratives in London and the position of children with migrant backgrounds
Farini, F. and Scollan, A. 2021. Between marginalisation and agency. Primary school teachers’ narratives in London and the position of children with migrant backgrounds. Studia Migracyjne – Przegląd Polonijny = Migration Studies Review of Polish Diaspora. 182 (4), pp. 79-96. https://doi.org/10.4467/25444972SMPP.21.053.14806
Observing migrant children: shifting the frame from linguistic deficit to display of agency
Farini, F. and Scollan, A. 2023. Observing migrant children: shifting the frame from linguistic deficit to display of agency. in: Osgood, J. (ed.) Postdevelopmental Approaches to Childhood Research Observation Bloomsbury Publishing. pp. 107-126
Pedagogical innovation for children’s agency in the classroom: building knowledge together
Farini, F. and Scollan, A. 2023. Pedagogical innovation for children’s agency in the classroom: building knowledge together. Palgrave Macmillan.
Participation and hybrid integration in primary and secondary schools
Farini, F., Amadasi, S., Scollan, A., Murray, J. and Slusarczyk, M. 2023. Participation and hybrid integration in primary and secondary schools. in: Baraldi, C. (ed.) Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools: Researching Hybrid Integration Abingdon Routledge. pp. 98-121
Narratives and practices on agency and participation of migrant children in early childhood education
Droessler, T., Ballestri, C., Foertsch, L., Scollan, A. and Rohr, M. 2023. Narratives and practices on agency and participation of migrant children in early childhood education. in: Baraldi, C. (ed.) Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools: Researching Hybrid Integration Abingdon Routledge. pp. 122-142
This is my truth, tell me yours. Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions
Farini, F., Baraldi, C. and Scollan, A. 2023. This is my truth, tell me yours. Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions. Practice: Contemporary Issues in Practitioner Education. 5 (1), pp. 4-26. https://doi.org/10.1080/25783858.2023.2177185
Erasmus+ SHARMED Train the trainer guidelines & material. ‘Facilitative and Dialogic Pedagogy Training in European Schools’
Farini, F. and Scollan, A. 2018. Erasmus+ SHARMED Train the trainer guidelines & material. ‘Facilitative and Dialogic Pedagogy Training in European Schools’. UNIMORE University of Modena & Reggio Emilia.
Children hybrid integration: learning dialogue as a way of upgrading policies of participation
Farini, F., Scollan, A. and Murray, J. 2022. Children hybrid integration: learning dialogue as a way of upgrading policies of participation. CHILD-UP Consortium.
CHILD-UP Horizon 2020 facilitator training for schools
Farini, F., Scollan, A. and Murray, J. 2022. CHILD-UP Horizon 2020 facilitator training for schools. CHILD-UP Consortium.
The outcomes of an international Research Project. Horizon2020 Child-UP
Farini, F. and Scollan, A. 2022. The outcomes of an international Research Project. Horizon2020 Child-UP. Horizon2020 Child-UP Final Conference. Centre La Vallée, Brussels, Belgium 09 - 10 Jun 2022
Dialoguing with children’s lived experiences and realities
Scollan, A. 2022. Dialoguing with children’s lived experiences and realities. Childhood and Youth Conference. University of Chichester 19 Nov 2022
Making pedagogical innovation sustainable: The role of training and dialogue for trainers
Boyd, D., King, B.J., Mann, S., Neame, J., Scollan, A. and McLeod, N. 2022. Making pedagogical innovation sustainable: The role of training and dialogue for trainers. Early Childhood Studies Degree Network (ECSDN).
The discourses on children’s right of self-determination. Early Childhood Education and the positioning of children as agents in their own (and adults') learning
Scollan, A. and Farini, F. 2022. The discourses on children’s right of self-determination. Early Childhood Education and the positioning of children as agents in their own (and adults') learning. WERA International Research Network event. University of Swansea 10 May 2022
Innovating the concept of trust to research the positioning of Children with Migrant Background in education
Farini, F. and Scollan, A. 2022. Innovating the concept of trust to research the positioning of Children with Migrant Background in education. European Sociological Association Mid-term Conference. University of the Highlands and Islands, Inverness 13 Jul 2022
What is an enabling environment - and who is doing the enabling?
Scollan, A. and Farini, F. 2022. What is an enabling environment - and who is doing the enabling? Mark Allen Group.
The rise of the discourse on children’s right of self-determination. The case study of Early Childhood Education and its construction of children as agents in education
Farini, F. and Scollan, A. 2022. The rise of the discourse on children’s right of self-determination. The case study of Early Childhood Education and its construction of children as agents in education. Language, Discourse and Society. 10 (1), pp. 13-25.
Children’s self-determination in the context of practice: Reflection on adults-children relationships
Scollan, A. 2022. Children’s self-determination in the context of practice: Reflection on adults-children relationships. TACTYC CPD Webinar. Online Webinar 03 Mar 2022
Reflections at the intersection between environments that enable and children’s agency
Scollan, A. and Vipond, S. 2022. Reflections at the intersection between environments that enable and children’s agency. Centre for Education Research Workshops Series. University of Northampton (CER online) 01 Mar 2022
The role of trust in the positioning of children with migrant backgrounds. Reflections on teachers' narratives from London primary schools
Farini, F. and Scollan, A. 2022. The role of trust in the positioning of children with migrant backgrounds. Reflections on teachers' narratives from London primary schools. Equity in Education & Society. https://doi.org/10.1177/27526461211069135
La facilitazione: commenti dei facilitatori
Baraldi, C., Farini, F. and Scollan, A. 2021. La facilitazione: commenti dei facilitatori. in: Baraldi, C., Farini, F. and Iervese, V. (ed.) Raccontare storie personali in classe: Dalla ricerca all'innovazione educativa Milan FrancoAngeli. pp. 104-119
Dalla ricerca alla formazione
Scollan, A. 2021. Dalla ricerca alla formazione. in: Baraldi, C., Farini, F. and Iervese, V. (ed.) Raccontare storie personali in classe: Dalla ricerca all’innovazione educativa. Milan FrancoAngeli. pp. 230-246
Facilitating children’s narratives in the classroom. From self-determination to authorship of knowledge. An exploration of pedagogical innovation to promote children’s agency in London primary schools
Scollan, A. 2021. Facilitating children’s narratives in the classroom. From self-determination to authorship of knowledge. An exploration of pedagogical innovation to promote children’s agency in London primary schools. PhD thesis Middlesex University
Creating a sustainable future
Boyd, D., Calder, P., Needham, M., Scollan, A., McLeod, N., Lee, K., Barr, K., Jones, D., Williams, K., Harris, D., Early Childhood Studies Degree Network, (. and Early Childhood Studies Degree Network 2021. Creating a sustainable future. Hawker Publications.
An Early Childhood Education for Sustainability resource that embeds the Sustainable Development Goals and STEM into pedagogical practice
Boyd, D., King, J., Neame, J., Scollan, A. and McLeod, N. 2021. An Early Childhood Education for Sustainability resource that embeds the Sustainable Development Goals and STEM into pedagogical practice. Early Childhood Studies Degree Network (ECSDN).
The cohesion of schools as communities in the management of COVID-19 pandemic: reflections, narratives, fears and hopes from the voices of children in England and Italy
Farini, F., Baraldi, C. and Scollan, A. 2021. The cohesion of schools as communities in the management of COVID-19 pandemic: reflections, narratives, fears and hopes from the voices of children in England and Italy. Journal of Dialogue Studies. 9, pp. 120-148.
Meanings and methods of pedagogical innovation
Farini, F. and Scollan, A. 2021. Meanings and methods of pedagogical innovation. in: Baraldi, C., Joslyn, E. and Farini, F. (ed.) Promoting Children's Rights in European Schools: Intercultural Dialogue and Facilitative Pedagogy London Bloomsbury Publishing. pp. 67-88
SHARMED training: design and practice
Scollan, A. and Joslyn, E. 2021. SHARMED training: design and practice. in: Baraldi, C., Joslyn, E. and Farini, F. (ed.) Promoting Children's Rights in European Schools: Intercultural Dialogue and Facilitative Pedagogy London Bloomsbury Publishing. pp. 173-192
From enabling environments to environments that enable: notes for theoretical innovation at the intersection between environments, learning and children’s agency
Scollan, A. and Farini, F. 2021. From enabling environments to environments that enable: notes for theoretical innovation at the intersection between environments, learning and children’s agency. An Leanbh Óg - the OMEP Ireland Journal of Early Childhood Studies. 14 (1), pp. 20-39.
Intergenerational solidarity, agency, trust in primary school children's narratives during the Covid-19 pandemic In London
Farini, F. and Scollan, A. 2021. Intergenerational solidarity, agency, trust in primary school children's narratives during the Covid-19 pandemic In London. 15th European Sociological Association (ESA) Conference: Sociological Knowledges for Alternative Futures. Barcelona (Online) 31 Aug - 03 Sep 2021
Facilitation of classroom interaction using photographs: the SHARMED project
Baraldi, C., Farini, F. and Scollan, A. 2021. Facilitation of classroom interaction using photographs: the SHARMED project. World Education Research Association 2021 Virtual Focal Meeting. University of Santiago de Compostela, Spain - online 07 - 09 Jul 2021
Hybrid-transitions as a space for children’s agency. A case-study from a pre-kindergarten in Boston
Scollan, A. 2021. Hybrid-transitions as a space for children’s agency. A case-study from a pre-kindergarten in Boston. Centre for Education Research and Scholarship (CERS) Childhood and Society Seminar. Middlesex University, London, UK (online & recorded) 28 Jun 2021
The cohesion of schools as intercultural communities in the management of COVID-19 pandemic. Reflections, narratives, fears and hopes from the voices of teachers and children in England and Italy
Farini, F., Baraldi, C. and Scollan, A. 2021. The cohesion of schools as intercultural communities in the management of COVID-19 pandemic. Reflections, narratives, fears and hopes from the voices of teachers and children in England and Italy. Academic Workshop: Dialogue with and among the Existing, Transforming and Emerging Communities. The Dialogue Society, London (online) 16 Jun 2021
Video online: Shaping curricula through pedagogical innovation: facilitation of young children’s narratives in the classroom
Scollan, A. 2021. Video online: Shaping curricula through pedagogical innovation: facilitation of young children’s narratives in the classroom. Centre for Education Research and Scholarship (CERS) Childhood and Society Seminar. Middlesex University (online & recorded) 22 Mar 2021
Finding self-determination. Conversation analysis as a methodology for interpreting adults-children interactions
Scollan, A. 2021. Finding self-determination. Conversation analysis as a methodology for interpreting adults-children interactions. Centre for Education Research Workshops Series. University of Northampton (CER online) 29 Sep 2021
UK pedagogical experiment to innovate HE digital teaching - being and becoming online: the design of a holistic training programme to innovate online teaching experience
Scollan, A. and Farini, F. 2021. UK pedagogical experiment to innovate HE digital teaching - being and becoming online: the design of a holistic training programme to innovate online teaching experience. SeAMK Virtual International Week: Digitalization and Sustainability in Higher Education and RDI. Seinäjoki University of Applied Sciences, Finland 15 - 19 Feb 2021
A hope to trust. Educational leadership to support mature students' inclusion in higher education: an experience from Surrey, England
Farini, F. and Scollan, A. 2021. A hope to trust. Educational leadership to support mature students' inclusion in higher education: an experience from Surrey, England. International Journal of Leadership in Education: Theory and Practice. 24 (5), pp. 717-742. https://doi.org/10.1080/13603124.2019.1657592
In, out and through digital worlds. Hybrid-transitions as a space for children's agency
Scollan, A. and Farini, F. 2020. In, out and through digital worlds. Hybrid-transitions as a space for children's agency. International Journal of Early Years Education. 28 (1), pp. 36-49. https://doi.org/10.1080/09669760.2019.1695586
Developing professional practice in the early years
Allen, S., Lee, M., Whalley, M. and Scollan, A. 2020. Developing professional practice in the early years. London Open University Press.
Hybrid transitions as spaces for children’s agency
Scollan, A. and Farini, F. 2018. Hybrid transitions as spaces for children’s agency. 40th National TACTYC conference: back to the future in early years – inspiring connections between people, places and times. The University of Derby Enterprise Centre 02 - 03 Nov 2018 TACTYC.
SHARMED training and dissemination of best practices
Baraldi, C., Farini, F., Scollan, A., Iervese, V., Ballestr, C., Joslyn, E., Conti, L. and Berahult, M. 2018. SHARMED training and dissemination of best practices. SHARMED Final Conference: Department of Language and Cultural Studies. Modena, Italy 10 - 11 Dec 2018
Children’s participation in early childhood: realistic, rhetorical, problematic?
Tang, F., Scollan, A. and Farini, F. 2019. Children’s participation in early childhood: realistic, rhetorical, problematic? Early years: making it count. Thessaloniki, Greece 20 - 23 Aug 2019 European Early Childhood Education Research Association (EECERA).
Report on SHARMED activities
Baraldi, C., Ballestri, C., Conti, L., Farini, F., Lervese, V. and Scollan, A. 2018. Report on SHARMED activities. Italy (Modena) Erasmus + SHARMED Project.
A hope to believe in: a transition programme to support mature students' access to Higher Education
Scollan, A. 2019. A hope to believe in: a transition programme to support mature students' access to Higher Education. in: Gibbs, P. and Peterson, A. (ed.) Higher Education and Hope: Institutional, Pedagogical and Personal Possibilities Palgrave Macmillan. pp. 199-221
Narratives of exclusion, narratives of belonging. Irish social work at the intersection between adults' and children's voices
Farini, F. and Scollan, A. 2019. Narratives of exclusion, narratives of belonging. Irish social work at the intersection between adults' and children's voices. ESA Conference 2019: Europe and Beyond: Boundaries, Barriers and Belonging. Manchester, United Kingdom 20 - 23 Aug 2019 European Sociological Association (ESA). pp. 99
Introduction
Farini, F. and Scollan, A. 2019. Introduction. in: Farini, F. and Scollan, A. (ed.) Children’s self-determination in the context of early childhood education and services. Discourses, policies and practices Cham, Switzerland. Springer.
Discourses/2. Ireland: Listening to children's voices in Irish social work through cultural and organisational filters
Scollan, A. and McNeill, E. 2019. Discourses/2. Ireland: Listening to children's voices in Irish social work through cultural and organisational filters. in: Farini, F. and Scollan, A. (ed.) Children's Self-Determination in the Context of Early Childhood Education and Services: Discourses, Policies and Practices Springer. pp. 151-167
Practices/6, United States of America: Hybrid-transitions as a space for children’s agency. A case-study from a pre-kindergarten in Boston
Scollan, A. 2019. Practices/6, United States of America: Hybrid-transitions as a space for children’s agency. A case-study from a pre-kindergarten in Boston. in: Farini. F. and Scollan, A. (ed.) Children's Self-Determination in the Context of Early Childhood Education and Services: Discourses, Policies and Practices Springer. pp. 93-105
The screen and the sand-timer: The integration the interactive whiteboard into an early years free-flow learning environment
Sakr, M. and Scollan, A. 2019. The screen and the sand-timer: The integration the interactive whiteboard into an early years free-flow learning environment. Journal of Early Childhood Research. 17 (3), pp. 190-204. https://doi.org/10.1177/1476718X19851538
Narratives of refusal, narratives of engagement, narratives of organisation. School activism as citizenship-in-practice for young refugees and migrants in Italy
Scollan, A. and Farini, F. 2018. Narratives of refusal, narratives of engagement, narratives of organisation. School activism as citizenship-in-practice for young refugees and migrants in Italy. International Sociological Association (ISA) XIX World Congress of Sociology. Toronto, Canada 15 - 21 Jul 2018 International Sociological Association (ISA). pp. 306-307
Children as storytellers. Migrant narratives in primary schools
Farini, F. and Scollan, A. 2018. Children as storytellers. Migrant narratives in primary schools. International Sociological Association (ISA) XIX World Congress of Sociology. Toronto, Canada 15 - 21 Jul 2018 International Sociological Association (ISA). pp. 859-859
The position of childhood in society at the intersection of discourses on rights, power and intergenerational relationship. Thirty years after the United Nation Convention on the Right
Scollan, A. 2018. The position of childhood in society at the intersection of discourses on rights, power and intergenerational relationship. Thirty years after the United Nation Convention on the Right. 19th ISA World Congress of Sociology. Session Coordinator. Toronto, Canada 15 - 21 Jul 2018
Paddling the digital wave
Farini, F. and Scollan, A. 2017. Paddling the digital wave. 69th OMEP World Assembly and International Conference. Opatija, Croatia 19 - 24 Jun 2017
A three-dimensional semantic of childhood and children’s rights
Farini, F. and Scollan, A. 2017. A three-dimensional semantic of childhood and children’s rights. 69th OMEP World Assembly and International Conference. Opatija, Croatia 19 - 24 Jun 2017
Children as storytellers. Using photographs to facilitate narratives in the classroom, promoting respect of cultural differences and intercultural dialogue
Farini, F., Scollan, A. and Mia, S. 2017. Children as storytellers. Using photographs to facilitate narratives in the classroom, promoting respect of cultural differences and intercultural dialogue. IAIE and UCO Conference: Education theory and practice in challenging times: cultivating an ethos of social justice, respect and diversity. Université Catholique de l’Ouest, Angers, France 13 - 16 Jun 2017
Early Years Inspections, quality & sustainability 'Define Them!' [Chair & Keynote Speaker]
Scollan, A. 2016. Early Years Inspections, quality & sustainability 'Define Them!' [Chair & Keynote Speaker]. CAPITA 7th National Conference on Early Years Inspections Conference. London 20 Oct 2016
I told you to be free. A critical assessment of Education to British Values in the EYFS 2015
Farini, F. and Scollan, A. 2016. I told you to be free. A critical assessment of Education to British Values in the EYFS 2015. 26th European Early Childhood Education Research Association (EECERA) Conference. Dublin City University, Dublin, Ireland 31 Aug - 03 Sep 2016
The complex semantic of childhood and children's rights
Farini, F. and Scollan, A. 2016. The complex semantic of childhood and children's rights. 26th European Early Childhood Education Research Association (EECERA) Conference. Dublin City University, Dublin, Ireland 31 Aug - 03 Sep 2016
Challenges, opportunities, risks and hopes: making the voice of children with English as an Additional Language (EAL) stronger in Early Years provision
Scollan, A. 2016. Challenges, opportunities, risks and hopes: making the voice of children with English as an Additional Language (EAL) stronger in Early Years provision. 3rd ISA (International Sociological Association) Forum of Sociology - The Futures We Want: Global Sociology and the Struggles for a Better World. University of Vienna, Austria 10 - 14 Jul 2016
A three-dimensional semantic of childhood and children’s rights
Farini, F. and Scollan, A. 2016. A three-dimensional semantic of childhood and children’s rights. Children and Young People in a Changing World: Action, Agency and Participation conference. Liverpool Hope University, Liverpool, UK 23 - 24 Jun 2016
Young children’s rights as a social institution
Scollan, A. 2016. Young children’s rights as a social institution. European Sociological Association, Mid-Term Conference RN4, Sociology of Children and Childhood. Ghent University 25 - 27 May 2016
'Forest School’ the challenges & risks in a UK nursery school environment
Scollan, A. 2016. 'Forest School’ the challenges & risks in a UK nursery school environment. VIII International conference WATER GIVES US THE POWER, WATER BORNE large ship. TU Rakvere Tallin 25 - 26 May 2016
Personal and socio-emotional development and technology
Scollan, A. and Gallagher, B. 2016. Personal and socio-emotional development and technology. in: Kaye, L. (ed.) Young Children in a Digital Age: Supporting learning and development with technology in early years London, UK. Routledge. pp. 113-133
How is the child positioned within parent-practitioner working?
Allen, S. and Scollan, A. 2016. How is the child positioned within parent-practitioner working? 26th Annual EECERA conference: Happiness, Relationships, Emotion & Deep Level Learning. Dublin City University, Dublin, Ireland 31 Aug - 03 Sep 2016
Children's cultures, wellbeing and digital society: paddling in the digital wave
Scollan, A. and Gallagher, B. 2015. Children's cultures, wellbeing and digital society: paddling in the digital wave. Digital Technology Conference. University of Portsmouth
Differences, inequalities and sociological imagination. Disadvantage in the hegemonic discourse on early years education in England - a double fold concept
Scollan, A. 2015. Differences, inequalities and sociological imagination. Disadvantage in the hegemonic discourse on early years education in England - a double fold concept. ESA 2015 - 12th Conference of the European Sociological Association: Differences, Inequalities and Sociological Imagination. Prague, Czech Republic 25 - 28 Aug 2015 pp. 221-222
The principles of child-initiated pedagogy
Scollan, A. 2015. The principles of child-initiated pedagogy. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015
The implications of the 'Children and Families Act 2014' for early years provision. A comparative case study research
Scollan, A. 2015. The implications of the 'Children and Families Act 2014' for early years provision. A comparative case study research. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015
Individual children and their right for self-determination within child-initiated pedagogies
Scollan, A. 2015. Individual children and their right for self-determination within child-initiated pedagogies. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015
Utilising outdoor space to promote children's curiosity. Practitioners' perception of risks and opportunities for children and adults
Scollan, A. 2015. Utilising outdoor space to promote children's curiosity. Practitioners' perception of risks and opportunities for children and adults. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015
'Developing innovative learning environments in the early years', in collaboration with London Early Years Foundations (LEYF)
Scollan, A. 2015. 'Developing innovative learning environments in the early years', in collaboration with London Early Years Foundations (LEYF). 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015
Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision [Aberdeen]
Scollan, A. 2015. Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision [Aberdeen]. Scottish Educational Research Association (SERA) Conference. University of Aberdeen, Scotland
The implications of the 'Children and Families Act 2014' for early years provision and professionals. A case study research
Scollan, A. 2015. The implications of the 'Children and Families Act 2014' for early years provision and professionals. A case study research. Scottish Educational Research Association (SERA) Conference. University of Aberdeen, Scotland
Early years skills and employability agenda
Scollan, A. 2013. Early years skills and employability agenda. Middlesex University Conference. Middlesex University, London
Children's rights & participation within UK early years provision
Scollan, A. 2013. Children's rights & participation within UK early years provision. 23rd European Early Childhood Education Research Association (EECERA) Conference, Values, Cultures & Contexts. University of Tallin, Estonia 28 - 31 Aug 2013
Between theory and practice. Early years education and the implementation of the right to self-determination of the child, twenty-five years after the UN Convention on the Rights of the Child
Scollan, A. and Farini, F. 2014. Between theory and practice. Early years education and the implementation of the right to self-determination of the child, twenty-five years after the UN Convention on the Rights of the Child. British Educational Research Association (BERA) Annual Conference. Institute of Education, London, UK 23 - 25 Sep 2014
Children's rights 'participation and self determination'
Scollan, A. 2014. Children's rights 'participation and self determination'. British Educational Research Association (BERA), Institute of Education, London.
Transition programmes bridging learning opportunities between academic levels for traditional and non-traditional learners - towards academic progression
Scollan, A. 2014. Transition programmes bridging learning opportunities between academic levels for traditional and non-traditional learners - towards academic progression. Scottish Educational Research Association (SERA), Edinburgh University.
A whole life change. Supporting non-traditional students to access foundation degree in early years. The case study of a transition programme in a further education institution in Surrey (England)
Scollan, A. and Farini, F. 2014. A whole life change. Supporting non-traditional students to access foundation degree in early years. The case study of a transition programme in a further education institution in Surrey (England). SERA Scottish Educational Research Association 39th Annual Conference. Edinburgh University 19 - 21 Nov 2014
Plurilingual communication in healthcare: interlinguistic and intercultural mediation
Farini, F. and Niemants, N. 2015. Plurilingual communication in healthcare: interlinguistic and intercultural mediation. in: Vecchiato, S., Gerolimich, S. and Komninos, N. (ed.) Plurilingualism in Healthcare: an Insight from Italy: Arabic, English, French, German, Serbo-Croatian, Spanish and Italian for foreigners London, UK BICA. pp. 81-100
Il ruolo del mediatore nei servizi di cura dedicati alla salute delle donne, tra traduzione ed educazione del paziente
Farini, F. 2015. Il ruolo del mediatore nei servizi di cura dedicati alla salute delle donne, tra traduzione ed educazione del paziente. in: Cipolla, C. (ed.) Sociologia e Salute di Genere Milano FrancoAngeli.
Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents
Farini, F. 2014. Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents. Journal of Peace Education. 11 (1), pp. 81-100.
Children’s rights towards rights
Scollan, A. 2014. Children’s rights towards rights. CPD Poster and Training Event and Conference at Middlesex University 2014.
The hundred meanings of self-determination: protection from harm or promotion of autonomy? Early years practitioner perspectives
Scollan, A. 2015. The hundred meanings of self-determination: protection from harm or promotion of autonomy? Early years practitioner perspectives. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015
Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision
Scollan, A. 2015. Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision. BERA Conference 2015. Queens University, Belfast, Northern Ireland 15 - 17 Sep 2015
The implications of the 'Children and Families Act 2014' for early years provision and professionals. A case study research
Scollan, A. 2015. The implications of the 'Children and Families Act 2014' for early years provision and professionals. A case study research. BERA Conference 2015. Queens University, Belfast, Northern Ireland 15 - 17 Sep 2015
Nurturing thinking skills in early years professionals
Burghardt, V., Barnaby, B., Scollan, A. and Farini, F. 2015. Nurturing thinking skills in early years professionals. 25th European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Barcelona, Spain 07 - 10 Sep 2015
Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS).
Scollan, A. 2009. Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS). Extended Services and Early Years Conference. London Borough of Sutton
'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings
Scollan, A. 2013. 'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings. Community of Practice Poster Conference. Middlesex University
A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice
Scollan, A. 2013. A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice. 23rd EECERA Conference: Values, Culture & Contexts. Tallin University, Estonia Aug 2013
Between theory and practice: early years education and the implementation of the rights to self determination of the child
Scollan, A. 2014. Between theory and practice: early years education and the implementation of the rights to self determination of the child. 2014 Middlesex University Postgraduate Researchers Summer Conference. Middlesex University London, UK 19 Jun 2014
Knowledge transfer and continuous professional development - complexities & challenges
Scollan, A. and Allen, S. 2014. Knowledge transfer and continuous professional development - complexities & challenges. Middlesex University Conference 2014. London
Professional training in the early years sector: managing the complexities of policy and practice
Scollan, A. and Allen, S. 2014. Professional training in the early years sector: managing the complexities of policy and practice. International Conference: A Child's World – Next Steps. Aberystwyth University, Aberystwyth, Wales, UK 25 - 27 Jun 2014
Exploring professionals' perceptions of effective provision for two year old children in England
Scollan, A. and Allen, S. 2014. Exploring professionals' perceptions of effective provision for two year old children in England. 24th European Early Childhood Education Research Association (EECERA) Conference - ‘Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes'. Crete, Greece
Children’s right, participation & self determination ‘space’
Scollan, A. 2014. Children’s right, participation & self determination ‘space’. 2014 Middlesex University Postgraduate Researchers Summer Conference. Middlesex University London, UK 19 Jun 2014
Media theory and web-based groups as social systems
Farini, F. 2014. Media theory and web-based groups as social systems. in: Mapping Systemic Knowledge Saarbrucken LAP Lambert. pp. 53-77
Interpreting as mediation for the bilingual dialogue between foreign citizens and institutions in Italian healthcare settings
Farini, F. 2012. Interpreting as mediation for the bilingual dialogue between foreign citizens and institutions in Italian healthcare settings. Diversity and Equality in Health and Care. 9 (3), pp. 179-189.
Intercultural and interlinguistical mediation in the healthcare system: the challenge of conflict management
Farini, F. 2008. Intercultural and interlinguistical mediation in the healthcare system: the challenge of conflict management. migracijske i etnicke teme. 24 (3), pp. 251-271.
Affectivity, expertise, and inequality: three foundations of trust in education. Reflections on presuppositions, (unintended) consequences, and possible alternatives
Farini, F. 2011. Affectivity, expertise, and inequality: three foundations of trust in education. Reflections on presuppositions, (unintended) consequences, and possible alternatives. in: Mica, A., Peisert, A. and Winczorek, J. (ed.) Sociology and the unintended: Robert Merton revisited Frankfurt am Main Peter Lang.
An improbable leadership: structural limits of educational communication. The case of some Italian primary schools
Farini, F. 2009. An improbable leadership: structural limits of educational communication. The case of some Italian primary schools. International Journal of Leadership in Education: Theory and Practice. 12 (4), pp. 367-388. https://doi.org/10.1080/13603120902890359
Dialogic mediation in international groups of adolescents
Baraldi, C. and Farini, F. 2011. Dialogic mediation in international groups of adolescents. Language and Dialogue. 1 (2), pp. 207-232. https://doi.org/10.1075/ld.1.2.03bar
Trust building in the promotion of peace and intercultural dialogue among adolescents in international summer camps
Farini, F. 2012. Trust building in the promotion of peace and intercultural dialogue among adolescents in international summer camps. RIMCIS - International and Multidisciplinary Journal of Social Sciences. 1 (2), pp. 163-192. https://doi.org/10.4471/rimcis.2012.08
Analysing trust building in educational activities
Farini, F. 2012. Analysing trust building in educational activities. International Journal of Educational Research. 53, pp. 240-250. https://doi.org/10.1016/j.ijer.2012.03.013
Cultures of education in action: research on the relationship between interaction and cultural presuppositions regarding education in an international educational setting
Farini, F. 2011. Cultures of education in action: research on the relationship between interaction and cultural presuppositions regarding education in an international educational setting. Journal of Pragmatics. 43 (8), pp. 2176-2186. https://doi.org/10.1016/j.pragma.2011.02.001
The pragmatics of emotions in interlinguistic healthcare settings
Farini, F. 2013. The pragmatics of emotions in interlinguistic healthcare settings. Research in Language. 11 (2), pp. 163-187. https://doi.org/10.2478/v10015-012-0025-5
Supporting early years practitioners to manage the complexities of policy change
Allen, S. and Scollan, A. 2013. Supporting early years practitioners to manage the complexities of policy change. University of Chichester Learning and Teaching Conference 2013. Chichester, UK 11 Jun 2013
Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession
Allen, S. and Scollan, A. 2013. Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession. 23rd EECERA Conference: Values, Cultures & Contexts. Tallin University, Estonia 28 - 31 Aug 2013
Citizenship as practice: critical evaluation of educational communication as means of young migrants’ social participation
Farini, F. 2008. Citizenship as practice: critical evaluation of educational communication as means of young migrants’ social participation. Socialno Delo. 47 (3-6), pp. 133-144.