Dr Angela Scollan


Dr Angela Scollan
NameDr Angela Scollan
Job titleAssociate Professor in Early Childhood Studies
Research institute
Primary appointmentEducation
Email addressa.scollan@mdx.ac.uk
ORCIDhttps://orcid.org/0000-0001-9005-5838
Contact categoryResearcher

Biography

Biography

Dr Angela Scollan is Associate Professor of Early Childhood and a member of the Centre for Educational Research and Scholarship, Middlesex University, where she leads the special interest group 'Children and Society'.  As a children’s rights advocate in practice and academia, Angela has developed, delivered and led programmes inter/nationally for rights-based Early Childhood and Sustainable Pedagogy in Further and Higher Education.  Her numerous peer reviewed publications demonstrate Angela’s leading role as an international researcher and scholar in Children’s Rights, Reflective Professional Development, Ethical research with and for young children and Dialogic Pedagogies.  Her philosophy focuses on the ‘child first’ principle, which transpires in her numerous collaborations and publications, where children’s self-determination is approached as a resource for children, as well as for adults’ learning. Angela has contributed to two large scale European Projects: Erasmus+ SHARMED (https://www.sharmed.eu/uk-international/home) and Horizon 2020 CHILD-UP (https://www.child-up.eu/). Both projects worked directly to promote integration of children with migrant background and refugees in the classroom through the facilitation of their active participation and agency. 

Angela combines her research and scholarly profile with extensive practice and teaching experience in Early Childhood, working with children and their families, and then students across all academic levels up to Doctoral Studies.  Before entering academia, Angela worked with and for children as a Nursery Nurse, Pedagogue, Teacher, Early Years Professional Status (EYPS) Lead, Mentor, Foundation Degree Coordinator, and Early Years Ofsted Inspector.  Angela’s profile as pedagogue, teacher and trainer is revealed by her role in designing and delivering bespoke inter/national CPD training programmes for multi-disciplinary professionals working with and for young children. For instance, Angela  leads innovative Early Childhood training and CPD for the East European University Tbilisi in Georgia. For the same University, Angela works as the head of the Programme in Preschool Education (BA Hons). One of Angela's CPD Training Programmes (related to the EU Erasmus+  SHARMED project) was awarded the title of excellence in professional training  by the European Union. Another CPD training programme developed from the EU project Child-up was identified by the European Union as a key resource for the integration of Ukrainian Refugee Children in schools (April 2022). 

In 2022 Angela was invited to serve as a Reader for the Early Childhood Studies Benchmark Statements Review for the Quality Assurance Agency (QAA) and in 2024 to review NCFE and CAVA diploma and level 3 qualifications. Angela is currently a member of the UK-wide ECS Degree Network and chairs the Sustainability Working Group. 

Dr Angela Scollan is Senior Fellow of the Higher Education Academy, fellow of the Royal Society of Arts.  She qualified as Children's Rights expert at the University of Geneva in 2019. Angela is an international member of the PhD board in Human Sciences at the University of Modena and Reggio Emilia, and visiting fellow in Children and Families at the University of Northampton.   Her activity as a reviewer includes several scientific journals, grant reviewer for the Italian government, grant reviewer for the British Academy, grant reviewer for the Froebel Trust and membership of the register of experts for UNESCO. 

Teaching

Angela has led, created and delivered numerous undergraduate and postgraduate modules across Further and Higher Education since 2004 in Early Childhood and Education Studies such as;

Children’s Rights and Self Determination: Theory into Practice; Child Development; Children and Families in a Social Context; Cultural Perspectives; Curriculum Studies; Ethics; Emotional Intelligence; EYFS; Forest School; Leadership and Management in Children’s Services; Literacy and Communication; Parent Partnership; Placement in Early Childhood Practice; Play; Reflective Professional Practice; Research; Systematic Review; Working with Babies and Toddlers under Three.

Employment

Associate Professor of Early Childhood
Middlesex University
01 Sept 2022
Senior Lecturer Early Childhood
Middlesex University
01 Sept 2012

Education and qualifications

Ph.D in Children's Rights. 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.
19 Nov 2021
Middlesex University
Senior Fellow Higher Education Academy
08 Mar 2022
Advanced HE/Higher Education Academy
MA Early Childhood and Pedagogy
29 Jul 2011
Roehampton University
BA Hons Early Childhood Studies
01 Jul 2004
University of Surrey
Post Graduate Certificate of Education (PGCE)
01 Jul 2006
University of Greenwich
Early Years Professional Status (EYPS, EYITT)
01 Jul 2008
Kingston University
Diploma in Children's Rights
09 Aug 2019
Université de Genéve
NNEB CACHE Diploma in Early Childhood
30 Jun 1995
Carshalton College
COSLP Diploma in FE-HE Management and Leadership
18 Jun 2010
Kingston College
Forest School Trainer Diploma
30 Aug 2015
Archimedes

Grants

Erasmus+ SHARMED

Scientific advisor, consultant, researcher and lead for research-based training.

https://www.sharmed.eu/

17 Jul 2015
562175-EPP-1-2015-1-IT-EPPKA3-PI-FORWARD
European Union
Child-UP Horizon 2020

Scientific advisor, consultant, researcher and lead for research-based training.

https://www.child-up.eu/resources/

https://cordis.europa.eu/project/id/822400

29 Jul 2018
822400
European Union Horizon 2020

Prizes and Awards

Teaching Awards Effective Student Feedback

2015-04-17

Middlesex University Student Union

Sustainability Award Winner

2022-06-10

OMEP

External activities

International member of the PhD Studies Committee for the School of Human and Social Sciences
External peer-reviewer
University of Modena and Reggio Emilia International member of the PhD Studies Committee for the School of Human and Social Sciences
02 Mar 2017

REPRISE: Register of Expert Peer Reviewer
External peer-reviewer
REPRISE
01 Sept 2017

Link Tutor
External peer-reviewer
Cardinal Newman College
01 Sept 2022

Pre-school Education BA Hons: Programme Lead. EEU Tbilisi (Georgia)
Programme Leader for Pre-school Education; Leader for CPD & Training
East European University (EEU)
04 Apr 2024
08 Jun 2024

Visiting Fellow in Children and Families Studies. Faculty of Health, Education and Society; Centre for Psychological and Sociological Sciences.
Visiting Fellow
University of Northampton

2022 – current University of Northampton, Associate Fellow in Children and Families Studies.

Lecturer, MA in Childhood
University of Suffolk

2016-2021 University of Suffolk, Lecturer for MA Childhood. Modules: Systematic Review; Leadership & Management in Childhood.

Fellow, Royal Society of Arts
Fellow
Royal Society of the Arts (RSA)
07 Jun 2021

UNESCO; Consultancy
Member of the register of international experts
UNESCO

Expert member of the UNESCO Inclusive Policy Lab.

01 Sept 2021

TACTYC Trustee
Executive Committee Member and Trustee
TACTYC: Association for Professional Development in Early Years
01 Feb 2017
02 Oct 2023

Reviewer for Froebel Trust
Reviewer for funding applications
Reviewer for funding applications
Froebel Trust
01 Jun 2018

Research outputs

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. https://doi.org/10.1111/chso.12865

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 McGraw Hill.

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. pp. 107-126

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.

Participation and hybrid integration in nursery schools

Droessler, T., Ballestri, C., Foertsch, L., Rohr, M. and Scollan, A. 2023. Participation and hybrid integration in nursery schools. in: Baraldi, C. (ed.) Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools: Researching Hybrid Integration Abingdon Routledge.

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.

Facilitating narratives of cultural identity in the classroom

Farini, F., Baraldi, C. and Scollan, A. 2023. Facilitating narratives of cultural identity in the classroom. in: Race, R. (ed.) Evolving Dialogues in Multiculturalism and Multicultural Education Milton Keynes Open University Press.

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

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

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 Health, Social Care and Education

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.

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

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 international conference. Centre La Vallée, Brussels

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

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. Horizon2020 CHILD-UP.

CHILD-UP Horizon 2020 facilitator training for schools

Farini, F., Scollan, A. and Murray, J. 2022. CHILD-UP Horizon 2020 facilitator training for schools. Horizon2020 CHILD-UP.

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.

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. University of Swansea 10 May 2022

Making pedagogical innovation sustainable: The role of training and dialogue for trainers

Scollan, A. 2022. Making pedagogical innovation sustainable: The role of training and dialogue for trainers. School4thinking &Judging. Promoting Critical Thinking and Judgment Capacity in Primary School Conference. University of Turin, Italy

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. Children's Self-Determination in the Context of Practice. TACTYC CPD Webinar Series, Online Webinar 03 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

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

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.

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.

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. 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. pp. 173-192

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

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. Liverpool John Moores University and NCFE.

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.

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

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)

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

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

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 Franco Angeli. 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 Franco Angeli. pp. 230-246

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.

Irish social work at the crossroads: cultural and organisational boundaries between professional practices and the voices of the children

Scollan, A., Farini, F. and McNeill, E. 2019. Irish social work at the crossroads: cultural and organisational boundaries between professional practices and the voices of the children. Socialno Delo.

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

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).

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 Conference (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 Amsterdam Springer International Publishing.

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 International Publishing.

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 International Publishing.

Children’s self-determination in the context of early childhood education and services - discourses, policies and practices

Farini, F. and Scollan, A. (ed.) 2019. Children’s self-determination in the context of early childhood education and services - discourses, policies and practices. Amsterdam Springer International Publishing.

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

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

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

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

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

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.

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 as storytellers. Migrant narratives in primary schools

Scollan, A. and Farini, F. 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) XIX World Congress of Sociology, Toronto, Canada, 15-21 July 2018.. pp. 859-859

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. pp. 306-307

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

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

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 Routledge. pp. 113-133

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

The principles of child-initiated pedagogy

Scollan, A. 2015. The principles of child-initiated pedagogy. European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Spain

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. European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Spain

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. European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Spain

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. European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Spain

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. European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Spain

'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). European Early Childhood Education Research Association (EECERA) Conference. Universitat Autonoma Barcelona, Spain

Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision [Belfast]

Scollan, A. 2015. Challenges, opportunities, risks and hopes. Making the voice of non-English speaking children stronger in early years provision [Belfast]. British Educational Research Association (BERA) Conference. Belfast University, Northern Ireland

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. British Educational Research Association (BERA) Conference. Belfast University, Northern Ireland

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

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

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

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.

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

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 rights towards rights

Scollan, A. 2014. Children’s rights towards rights. CPD Poster and Training Event and Conference at Middlesex University 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

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. Research Students Summer Conference. Middlesex University, London, UK 19 Jun 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.

Children’s right, participation & self determination ‘space’

Scollan, A. 2014. Children’s right, participation & self determination ‘space’. Research Student Summer Conference at Middlesex University 2014.

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

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. Learning and Teaching Conference. University of Chichester 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

Children's rights & participation within UK early years provision

Scollan, A. 2013. Children's rights & participation within UK early years provision. European Early Childhood Education Research Association (EECERA) Conference, Values, Cultures & Contexts. University of Tallin, Estonia

Early years skills and employability agenda

Scollan, A. 2013. Early years skills and employability agenda. Middlesex University Conference. Middlesex University, London
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